Elkhart Community Schools



Elkhart Community Schools

Visual Arts

Curriculum Guide

Grade 2

• Introduction

• Course Description

• Standards and Power Indicators

• Indiana Academic Standards

o Indicator

o Example

o Instruction/Assessment Reference

o Resource

• Academic Units

o Topic

o Indicator

o Instruction/Assessment Reference

o Resource

• Appendices

• District Assessment

Introduction

Visual Arts Curriculum Guide

Visual Arts Mission/Philosophy Statement

Mission Statement

It is the mission of the Elkhart Community Schools Visual Arts programs to enable students to be proficient and expressive creators, to be able to decipher and understand images, and to instill an everlasting appreciation and support for the visual arts.

Visual Arts Philosophy

We believe the ultimate goal of our art program is to teach students to be literate in the visual arts.

We believe the curriculum teaches communication skills through self-expression, inquiry, unique problem solving, and self direction.

Therefore, it is imperative student will be able to respond to visual signals, relate to their communities, and most importantly nourish their creative needs both intrinsically and intelligently.

Visual Arts Goals

The visual arts proficiencies should provide:

1. The attainment of the art academic standards.

2. The appreciation of the visual arts.

3. The value of art aesthetics.

4. The need to support local art communities.

5. The understanding of art history and culture.

6. The ability to intelligently talk about and critique personal art and that of others

7. The ability to intentionally and creatively solve problems.

8. The ability to develop personal potential.

9. The ability to thoughtfully communicate.

Committees

Curriculum and Instruction: Philosophy and Goals:

John Hill, Director Candice Clarke

Dave Benak, Supervisor Tom Grove

H. Marie Doyle, Supervisor Tara Mix

Bradley Sheppard, Supervisor Susan Platt

High School

Ceramics I-IV Drawing I-IV Painting I-IV Sculpture I-IV

Janet Kronewitter-Leedy Candice Clarke Candice Clarke Kevin Hartman

Cynthia Marks Steve Hentsch Betsy Stamp

Media Arts I-IV Visual Communication I-IV Honors Art 9-10 Introduction to Art

Amber Kosar Amber Kosar Matt Hartman Kevin Hartman

Matt Hartman Christine Wolfe Janet Kronewitter-Leedy Amber Kosar

Tom Grove Tom Grove Cynthia Marks

Elementary and Middle School

K-6 Elementary Art Middle School Art

Gary Bennett Kathryn Freehafer

Eric Berger Jodi Oldfather

Kathy Easterly Susan Platt

Bonnie Elder Elizabeth Sokolowski

Tara Mix Megan Woods

Amy Prince

Course Description

Quality Art Instruction: A Description

From Indiana’s Academic Standards for Visual Arts

Quality art education offers a balance between creating art and responding to art. The components of a quality art education feature these content areas and activities:

History: Students engage in research and inquiry into the historical, social and cultural contexts of art. Through inquiry into art history, students investigate works of art to determine their origins, histories, and meaning, thus acquiring a sense of world civilizations.

Criticism: Students understand and engage in critical inquiry in order to determine meaning in their work and the works of others. Through critical inquiry students increase their understanding and appreciation of art and its role in society. They develop the visual sensitivity and critical judgment needed to participate in a visually dominant society and to objectively evaluate persuasive visual images.

Aesthetics: Students raise and discuss questions concerning the nature, meaning, and value of art. Through aesthetic inquiry students practice the intrapersonal skills of reflection, reasoning, and logic.

Production: Students respond to observations, feelings, ideas, and other experiences by creating works of art through skillful, thoughtful, and imaginative application of media, tools, techniques, and processes. Through studio activities students discover, experiment, and use problem solving skills to express their values and feelings.

Careers & Community: Students identify methods for connecting artistic concepts, processes and skills to careers in art. Students learn to recognize the role of art in society and begin to identify their responsibility for supporting the artistic heritage of their community.

Integrated Studies: Students make connections between art and other disciplines. They create integrated works utilizing the symbol systems (or sign systems) of different disciplines, and thereby enhance communication. By studying a theme through multiple disciplines, students realize the impact of art upon other disciplines and how the sign systems of various disciplines provide a unique understanding of the world.

Elementary Art

Grades: K-6

Course Description:

Visual Arts at the elementary level is a part of the total educational experience of every child in Elkhart Community Schools. The students participate in a variety of mediums including drawing, painting, and ceramics. As students progress, they are taught art fundamentals and skills that enable them to show proficiency in the four disciplines of visual art – history, aesthetics, production, and criticism. The elementary visual arts specialists provide a core of artistic skills and concepts and assist the classroom teacher in using visual arts as an integrated activity in other disciplines by providing them with guidance and appropriate supplementary materials. The curriculum is structured to provide students with an enjoyable experience so visual arts will always have a pleasant connotation to the learner.

Course Objectives:

Elementary Visual Arts students will:

1. Demonstrate knowledge of the elements and principles of visual art.

2. Develop an appreciation of aesthetics in visual arts.

3. Utilize critical thinking skills to judge works of art.

4. Relate the historical aspects of visual arts in a myriad of facets.

Grade 2

The Standards and Power Indicators

Power Indicators are Highlighted in Bold

|Standard 1 – Responding to Art: History |

|Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues. |

|2.1.1 |Identify connections between works of art and artifacts and the culture from which they originated. |

|2.1.2 |Identify works of art and artifacts used in celebrations, festivals, and customs from selected cultures and describe their function. |

|2.1.3 |Identify similar subject matter in works of art from various cultures and time-periods. |

|Standard 2 – Responding to Art: History |

|Students recognize significant works of Western and non-Western art and understand the chronological development of art movements. |

|2.2.1 |Identify the artists of selected works of art. |

|2.2.2 |Distinguish between realistic and non-objective works of art. |

|2.2.3 |Identify common themes and subject matter in works of art and artifacts from various cultures. |

|Standard 3 – Responding to Art: Criticism |

|Students describe, analyze, and interpret works of art and artifacts. |

|2.3.1 |Describe sensory, formal, technical, and expressive properties in works of art. |

|2.3.2 |Speculate on meaning in works of art based on personal response, properties in the work, and background information. |

|2.3.3 |Use appropriate art vocabulary. |

|Standard 4 – Responding to Art: Criticism |

|Students identify and apply criteria to make informed judgments about art. |

|2.4.1 |Listen to a critic speak about art and identify his or her point of view. |

|Standard 5 – Responding to Art: Aesthetics |

|Students reflect on and discuss the nature of art and aesthetic issues concerning the meaning and significance of art. |

|2.5.1 |Construct personal meaning through critical inquiry into a work of art and listen to alternative responses to others. |

|2.5.2 |Identify and discuss major questions about the nature of art; such as, is all art beautiful? What is beauty? Can art be machine-made? Does art always reflect feelings or mood? |

|Standard 6 – Responding to Art: Aesthetics |

|Students theorize about art and make informed judgments. |

|2.6.1 |Identify works of art made from the philosophy that art is best when it shows the organization of elements (formalism). |

|2.6.2 |Reflect on personal response when determining preference. |

|Standard 7 – Creating Art: Production |

|Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work. |

|2.7.1 |Reflect on personal response when determining preference. |

|2.7.2 |Create artwork about self, family, pets, and personal experiences. |

|2.7.3 |Create and use symbols in their work to communicate meaning. |

|Standard 8 – Creating Art: Production |

|Students understand and apply elements and principles of design effectively in their work. |

|2.8.1 |Identify and apply elements (line, shape, form, texture, and color) and principles (repetition, variety, rhythm, proportion) in their work. |

|2.8.2 |Discriminate between types of shape (geometric and organic), colors (primary and secondary), lines (characteristics and qualities), textures (tactile and visual), and space |

| |(placement/overlapping/negative/positive/size), in their work and the works of others. |

|Standard 9 – Creating Art: Production |

|Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning. |

|2.9.1 |Identify visual characteristics of a medium (see below). |

|2.9.2 |Identify and use media, techniques, and processes to effectively communicate ideas, experiences, and stories including: |

| |DRAWING: |

| |Media: pencils, markers, chalks, crayons,, oil pastels |

| |Processes: contour line, rendering, sketching |

| |PAINTING: |

| |Media: tempera, watercolor, watercolor crayons; variety of brushes and paint applicators |

| |Processes: wet-on-wet, wet-on-dry, sponge, wash, resist |

| |PRINTMAKING: |

| |Media: found objects, printing ink, styrofoam, stencil |

| |Processes: stamping, monoprint, rubbings, stenciling, relief |

| |CERAMICS: |

| |Media: modeling clay, clay substitutes, glazes, stains, paint |

| |Processes: pinch and pulled forms, slab, coil, surface decoration techniques |

| |SCULPTURE/ARCHITECTURE/JEWELRY: |

| |Media: paper, papier-mâché, clay, cardboard, wood, paper, foil, found objects, beads, wire, foam |

| |Processes: carving, additive, subtractive, modeling, constructing |

| |FIBERS: |

| |Media: cloth, yarn, ribbon,, found objects |

| |Processes: pulling threads, weaving, stitchery, tying, and wrapping techniques |

| |MIXED MEDIA: |

| |Media: tissue, photos, found objects, foil, fiber, paint,, paper |

| |Processes: collage, bas-relief |

| |NEW MEDIA: |

| |Media: computer, interactive computer programs,, photography, film |

|2.9.3 |Demonstrate safe and proper use, care, and storage of media, materials, and equipment. |

|Standard 10 – Creating Art: Production |

|Students reflect on, revise, and refine work using problem solving and critical thinking skills. |

|2.10.1 |Demonstrate evidence of reflection and care in completion of work. |

|2.10.2 |Identify and apply assessment criteria for studio work such as craftsmanship, control of media, and communication of ideas. |

|2.10.3 |Demonstrate respect for their work and the work of others. |

|Standard 11 – Careers and Community |

|Students recognize a variety of art-related professions and careers in our society. |

|2.11.1 |Identify the roles of artists, docents, and guards at museums and galleries. |

|Standard 12 – Careers and Community |

|Students understand how art experiences affect daily life and identify opportunities for involvement in the arts. |

|2.12.1 |Locate and discuss art in the local community such as town monuments, unique architecture, stained glass, paintings, and murals. |

|2.12.2 |Visit local museums, exhibits, and experience visiting artists in the school. |

|Standard 13 – Integrated Studies |

|Students identify and make connections between knowledge and skill in art and all other subject areas such as humanities, sciences, and technology. |

|2.13.1 |Identify similarities and connections between concepts and subject matter of visual art and other disciplines. |

|2.13.2 |Demonstrate the ability to create a work of art utilizing concepts, subject matter, or the sign systems (such as words or numbers) of another discipline. |

|Standard 14 – Integrated Studies |

|Students understand the integrative nature of art forms including dance, theater, music, visual arts, and media art. |

|2.14.1 |Identify similarities and connections between concepts and subject matter of visual art and other art forms (dance, theater, or music). |

|2.14.2 |Demonstrate ability to create an integrated work utilizing concepts, subject matter, and sign systems (image, movement, sound, or words) of art and another art form. |

Power Indicators are always subject to revision and improvement. They are not to be considered static or established for ever. Updated Spring 2007

Indiana Academic Standards

GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

RESPONDING TO ART: HISTORY

|Standard 1: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues. |

|Indicator |Example |Instruction/Assessment |Resource |

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|2.1.1 |Identify connections between works of |Henri Moore’s Family Group |Compare and contrast different cultures |SRA Art Connections Textbook |

| |art and artifacts and the culture from| | | |

| |which they originated. |Artist Unknown Indonesian Shadow Puppet |Examine and discuss different types of society |library. |

| | | |shown in different works | |

| | |Vigil Family’s Pueblo Scene: Corn Dancers and | | |

| | |Church |Form conclusions from analyzing different works | |

| | | |of art |SRA Artist Profiles |

| | |Jacob Lawrence’s Street Scene | | |

| | | |Students progressively learn to experiment with |Reinhold Visuals |

| | |Patrick DesJerlait’s Gathering Wild Rice |art materials in order to understand properties | |

| | | |and develop manipulative skills and in order to |School Arts |

| | |Student Work |express individual ideas, thoughts, and feelings| |

| | | |in a simple media | |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

RESPONDING TO ART: HISTORY

|Standard 1: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues. |

|Indicator |Example |Instruction/Assessment |Resource |

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|2.1.2 |Identify works of art and artifacts |Artist Unknown Delaware Shoulder Bag |Participate in art activities for Cinco de Mayo,|Reinhold Visuals |

| |used in celebrations, festivals, and | |Day of the Dead, Black history Month, and | |

| |customs from selected cultures and |Artist Unknown Map Quilt |Chinese New Year |Schools Art |

| |describe their function. | | | |

| | |Thomas Hart Benton’s Country Dance |Class discussion after analyzing works of art |SRA Art Connections Textbook |

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| | |William H. Johnson’s Jitterbugs (II) | |Community Celebrations |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

RESPONDING TO ART: HISTORY

|Standard 1: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues. |

|Indicator |Example |Instruction/Assessment |Resource |

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|2.1.3 |Identify similar subject matter in |Edgar Degas’ Ballet Scene |Compare and Contrast different works of art |SRA Art Connections Textbook |

| |works of art from various cultures and| | | |

| |time-periods. |Thomas Hart Benton’s Country Dance | | |

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| | |William H. Johnson’s Jitterbugs (II) | | |

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| | |Vigil Family’s Pueblo Scene: Corn Dancers and | | |

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| | |Lorenzo Scott’s Ballet Dancers | | |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

RESPONDING TO ART: HISTORY

|Standard 2: Students recognize significant works of Western and non-Western art and understand the chronological development of art movements. |

|Indicator |Example |Instruction/Assessment |Resource |

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|2.2.1 |Identify the artists of selected works|Vincent Van Gogh’s The Starry Night |Identify specific styles of different artists |SRA Art Connections Textbook |

| |of art. | |work | |

| | |Claude Monet’s Palazzo da Mula, Venice | |Masterpiece Coloring Book |

| | | |Discuss artist characteristics | |

| | |Georgia O’Keeffe’s The Red Poppy | |Individual artist prints |

| | | |Mimic specific artist styles | |

| | |William H. Johnson’s Jitterbugs (II) | | |

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| | |Grandma Moses’ Grand Skating | | |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

RESPONDING TO ART: HISTORY

|Standard 2: Students recognize significant works of Western and non-Western art and understand the chronological development of art movements. |

|Indicator |Example |Instruction/Assessment |Resource |

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|2.2.2 |Distinguish between realistic and |Compare and contrast realistic versus abstract |Compare and contrast realistic versus abstract |SRA Art Connections Textbooks |

| |non-objective works of art. |pieces of artwork |pieces of artwork | |

| | | | |Artist Prints |

| | |Kandinsky versus Edward Hopper |Discuss similarities and differences | |

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| | |Robert Delaunay’s Simultaneous Contrasts: Sun | | |

| | |and Moon versus Beatrice Whitney’s Van Ness | | |

| | |Summer’s Sunlight | | |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

RESPONDING TO ART: HISTORY

|Standard 2: Students recognize significant works of Western and non-Western art and understand the chronological development of art movements. |

|Indicator |Example |Instruction/Assessment |Resource |

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|2.2.3 |Identify common themes and subject |Color and Line: |Analyze commonalities between different works of|SRA Art Connections Textbooks |

| |matter in works of art and artifacts |David Hockney’s Garrowby Hill |art | |

| |from various cultures. |Yvonne Jacquette’s Town of Skowhegan, Maine | |Artist Prints |

| | |Ivan Eyre’s Valleyridge |Discuss certain elements and principles used in | |

| | | |a variety of artworks |Internet Resources |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

RESPONDING TO ART: CRITICISM

|Standard 3: Students describe, analyze, and interpret works of art and artifacts. |

|Indicator |Example |Instruction/Assessment |Resource |

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|2.3.1 |Describe sensory, formal, technical, |Wilhelm Schimmel’s Large Eagle |Verbally analyze expressive properties in a |SRA Art Connections Textbooks |

| |and expressive properties in works of | |variety of works of art | |

| |art. |Taqialuk Nuna’s Polar bears and Cubs | |Midwest Museum of American Art- Sensory/Textile |

| | | |Evaluate different uses of the elements and |Center |

| | |William H. McCloskey’s Wrapped Oranges |principles of art | |

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| | |John Bell’s Figure of a Lion | | |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

RESPONDING TO ART: CRITICISM

|Standard 3: Students describe, analyze, and interpret works of art and artifacts. |

|Indicator |Example |Instruction/Assessment |Resource |

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|2.3.2 |Speculate on meaning in works of art |Rosalind Ragans’ Teacher |Come up with conclusions based on prior |SRA Art Connections Textbooks |

| |based on personal response, properties| |knowledge when evaluating works of art | |

| |in the work, | | |Art Prints |

| |and background information. | |Emotional Response to specific works of art | |

| | | | |Internet Resources |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

RESPONDING TO ART: CRITICISM

|Standard 3: Students describe, analyze, and interpret works of art and artifacts. |

|Indicator |Example |Instruction/Assessment |Resource |

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|2.3.3 |Use appropriate art vocabulary. |Model the elements and principles of art |Review vocabulary and art related techniques at |SRA Art Connections Textbook Glossary |

| | | |the end of class | |

| | |Use specific art terminology when giving | |Internet resources |

| | |classroom instructions | | |

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| | |Use vocabulary associated with the techniques | | |

| | |and mediums | | |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

RESPONDING TO ART: CRITICISM

|Standard 4: Students identify and apply criteria to make informed judgments about art. |

|Indicator |Example |Instruction/Assessment |Resource |

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|2.4.1 |Listen to a critic speak about art and|Elements and Principles for art are used as a |Students critique a variety of artists and their|Guest Speakers |

| |identify his or her point of view. |criteria for art critiques |subjects | |

| | | | |Past student work |

| | |Use examples of art created by former students |Through the use of critiques and continued use | |

| | | |of vocabulary the students learn to make |Masterpiece artwork |

| | | |informed judgments about art | |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

RESPONDING TO ART: AESTHETICS

|Standard 5: Students reflect on and discuss art theories and aesthetic issues concerning the meaning and significance of art. |

|Indicator |Example |Instruction/Assessment |Resource |

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|2.5.1 |Construct personal meaning through |Auguste Renoir’s Two Sisters |Connect a personal written story to a |SRA Art Connections Textbook |

| |critical inquiry into a work of art | |masterpiece work of art | |

| |and listen to alternative responses to|Cecilia Beaux’s Ernesta (Child with Nurse) | | |

| |others. | |Discuss an emotional response to a piece of art | |

| | |James J. Shannon’s Jungle Tales | | |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

RESPONDING TO ART: AESTHETICS

|Standard 5: Students reflect on and discuss art theories and aesthetic issues concerning the meaning and significance of art. |

|Indicator |Example |Instruction/Assessment |Resource |

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|2.5.2 |Identify and discuss major questions |Paul Cezanne’s Still Life with Apples |Aesthetic Questioning/Statements |SRA Art Connections Textbooks |

| |about the nature of art; such as, is | | | |

| |all art beautiful? |William H. Johnson’s Jitterbugs (II) |Discuss the differences between various artists | |

| |What is beauty? Can art be | |and discuss the aesthetics, quality, and | |

| |machine-made? Does art always reflect |Georgia O’Keeffe’s the Red Poppy |artistic techniques and art related terms that | |

| |feelings or mood? | |are expressed in each art piece | |

| | |Minerva Teichert’s Night Raid | | |

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| | |Wassily Kandinsky’s Composition VI | | |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

RESPONDING TO ART: AESTHETICS

|Standard 6: Students theorize about art and make informed judgments. |

|Indicator |Example |Instruction/Assessment |Resource |

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|2.6.1 |Identify works of art made from the |William H. McCloskey’s Wrapped Oranges |Students observe and discuss selected works of |SRA Art Connections Textbooks |

| |philosophy that art is best when it | |art | |

| |shows the |Claude Monet’s Palazzo da Mula, Venice | | |

| |organization of elements (formalism). | |Conclusions are about the various art pieces, | |

| | |Edward Hopper’s Early Sunday Morning |styles, and medium based on the principles and | |

| | | |elements of art that are located in each art | |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

RESPONDING TO ART: AESTHETICS

|Standard 6: Students theorize about art and make informed judgments. |

|Indicator |Example |Instruction/Assessment |Resource |

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|2.6.2 |Reflect on personal response when |Auguste Renoir’s Two Sisters |Connect a personal written story to a |SRA Art Connections Textbooks |

| |determining preference. | |masterpiece work of art | |

| | |Cecilia Beaux’s Ernesta (Child with Nurse) | | |

| | | |Discuss an emotional response to a piece of art | |

| | |James J. Shannon’s Jungle Tales | | |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

CREATING ART: PRODUCTION

|Standard 7: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work. |

|Indicator |Example |Instruction/Assessment |Resource |

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|2.7.1 |Demonstrate refined observational |Henry Moore’s Family Group |Analyze and discuss in detail different works of|SRA Art Connections Textbooks |

| |skills in the production of artwork. | |art | |

| | |Ansel Adam’s Early Sunday Morning, Merced river,| | |

| | |Yosemite Valley, CA |Students learn to make personal interpretations | |

| | | |through the use of observation and artistic | |

| | |Edward Hopper’s Early Sunday Morning |expression located in t he artwork | |

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| | |Paul Klee’s The Tree of Houses | | |

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| | |Dentzel Company’s Carousel Rabbit | | |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

CREATING ART: PRODUCTION

|Standard 7: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work. |

|Indicator |Example |Instruction/Assessment |Resource |

| | | | | |

|2.7.2 |Create artwork about self, family, |Beatrice Whitney Van Ness’ Summer Sunlight |Produce artwork based on personal life |SRA Art Connections Textbook |

| |pets, and personal experiences. | |experiences | |

| | |Leo Lionni’s Selection From Swimmy | |Internet Resources |

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| | |Jacob Lawrence’s Street Scene (Boy with Kite) | |Photographs from students past |

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| | |Duane Hanson’s Policeman | | |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

CREATING ART: PRODUCTION

|Standard 7: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work. |

|Indicator |Example |Instruction/Assessment |Resource |

| | | | | |

|2.7.3 |Create and use symbols in their work |Auguste Herbin’s Amour |Produce Holiday Cards |SRA Art Connections Textbooks |

| |to communicate meaning. | | | |

| |. |Franz Kline’s Blueberry Eyes |Create Banners |Museum Websites |

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| | |Adolph Gottlieb’s Spectre of the Sea |Use hieroglyphics on functional art pieces | |

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| | |Artist Unknown Delaware Shoulder Bag | | |

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| | |Artist Unknown Map Quilt | | |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

CREATING ART: PRODUCTION

|Standard 8: Students understand and apply elements and principles of design effectively in their work. |

|Indicator |Example |Instruction/Assessment |Resource |

| | | | | |

|2.8.1 |Identify and apply elements (line, |Running stitch sewn butterflies. |Art production |Textbook |

| |shape, form, texture, and color) and | | | |

| |principles |Abstract line collages. |Rubrics |Scholastic Arts |

| |(repetition, variety, rhythm, | | | |

| |proportion) in their work. |Texture rubbings used as clothing designs. | |Arts N’ Activities |

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| | |Take a line for a walk design. | | |

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| | |Clay figure forms. | | |

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| | |Collages with geometric and organic shapes. | | |

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| | |Native American rug weaving with paper. | | |

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| | |Color wheels with primary and secondary colors. | | |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

CREATING ART: PRODUCTION

|Standard 8: Students understand and apply elements and principles of design effectively in their work. |

|Indicator |Example |Instruction/Assessment |Resource |

| | | | | |

|2.8.2 |Discriminate between types of shape |Running stitch sewn butterflies. |Analyze the elements and principles of art in |SRA Art Connections Textbooks |

| |(geometric and organic), colors | |their work | |

| |(primary and |Abstract line collages. | |Internet Resources |

| |secondary), lines | |Compare and contrast how students used the | |

| |(characteristics and qualities), |Texture rubbings used as clothing designs. |different elements and principles of art |Past Student Examples |

| |textures (tactile and visual), | | | |

| |and space |Take a line for a walk design. | | |

| |(placement/overlapping/ | | | |

| |negative/positive/size), in their work|Clay figure forms. | | |

| |and the works of others. | | | |

| | |Collages with geometric and organic shapes. | | |

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| | |Native American rug weaving with paper. | | |

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| | |Color wheels with primary and secondary colors. | | |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

CREATING ART: PRODUCTION

|Standard 9: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning. |

|Indicator |Example |Instruction/Assessment |Resource |

| | | | | |

|2.9.1 |Identify visual characteristics of a medium (see|Prints with sandpaper. |Identify a variety of mediums in works of art |SRA Art Connections Textbook |

| |below). | | | |

| |DRAWING: |Stamping patterns. |Explain the uses of different art materials |Art Prints |

| |Media: pencils, markers, chalks, | | | |

| |crayons,, oil pastels |Papier mache fish | |Scholastic Art Magazines |

| |Processes: contour line, rendering, | | | |

| |sketching |Wire necklaces/jewelry | | |

| |PAINTING: | | | |

| |Media: tempera, watercolor, watercolor crayons; |Sunset stitchery on burlap | | |

| |variety of brushes and paint | | | |

| |applicators |Sunburst clay sculptures | | |

| |Processes: wet-on-wet, wet-on-dry, sponge, wash,| | | |

| |resist | | | |

| |PRINTMAKING: | | | |

| |Media: found objects, printing ink, styrofoam, | | | |

| |stencil | | | |

| |Processes: stamping, monoprint, rubbings, | | | |

| |stenciling,, relief | | | |

| |CERAMICS: | | | |

| |Media: modeling clay, clay | | | |

| |substitutes, glazes, stains, paint | | | |

| |Processes: pinch and pulled forms, slab, coil, | | | |

| |surface decoration techniques | | | |

| |SCULPTURE/ | | | |

| |ARCHITECTURE/JEWELRY: | | | |

| |Media: paper, papier-mâché, clay, cardboard, | | | |

| |wood, paper, foil, found objects, | | | |

| |beads, wire, foam | | | |

| |Processes: carving, additive, subtractive, | | | |

| |modeling, constructing | | | |

| |FIBERS: | | | |

| |Media: cloth, yarn, ribbon,, found objects | | | |

| |Processes: pulling threads, weaving, stitchery, | | | |

| |tying, and wrapping techniques | | | |

| |MIXED MEDIA: | | | |

| |Media: tissue, photos, found objects, foil, | | | |

| |fiber, paint,, paper | | | |

| |Processes: collage, bas-relief | | | |

| |NEW MEDIA: | | | |

| |Media: computer, interactive computer programs,,| | | |

| |photography, film | | | |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

CREATING ART: PRODUCTION

|Standard 9: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning. |

|Indicator |Example |Instruction/Assessment |Resource |

| | | | | |

|2.9.2 |Identify and use media, techniques, and |Prints with sandpaper. |Use a variety of mediums in their works of |SRA Art Connections Textbooks |

| |processes to effectively communicate ideas, | |art | |

| |experiences, and stories including: |Stamping patterns. | |Art Prints |

| |DRAWING: | |Explain the uses of different art materials | |

| |Media: pencils, markers, chalks, crayons, oil |Papier mache fish | |Scholastic Art Magazines |

| |pastels | | | |

| |Processes: contour line, rendering, sketching |Wire necklaces/jewelry | | |

| |PAINTING: | | | |

| |Media: tempera, watercolor, |Sunset stitchery on burlap | | |

| |watercolor crayons; variety | | | |

| |of brushes and paint |Sunburst clay sculptures | | |

| |applicators Processes: wet-on-wet, wet-on-dry, | | | |

| |sponge, wash, resist | | | |

| |PRINTMAKING: | | | |

| |Media: found objects, printing ink, styrofoam, | | | |

| |stencil | | | |

| |Processes: stamping, monoprint, rubbings, | | | |

| |stenciling,, relief | | | |

| |CERAMICS: | | | |

| |Media: modeling clay, clay | | | |

| |substitutes, glazes, stains, paint | | | |

| |Processes: pinch and pulled forms, slab, coil, | | | |

| |surface decoration techniques | | | |

| |SCULPTURE/ | | | |

| |ARCHITECTURE/JEWELRY: | | | |

| |Media: paper, papier-mâché, clay, cardboard, | | | |

| |wood, paper, foil, found objects, beads, wire, | | | |

| |foam | | | |

| |Processes: carving, additive, | | | |

| |subtractive, modeling, constructing | | | |

| |FIBERS: | | | |

| |Media: cloth, yarn, ribbon, | | | |

| |found objects | | | |

| |Processes: pulling threads, | | | |

| |weaving, stitchery, tying, and | | | |

| |wrapping techniques | | | |

| |MIXED MEDIA: | | | |

| |Media: tissue, photos, found | | | |

| |objects, foil, fiber, paint,, paper | | | |

| |Processes: collage, bas-relief | | | |

| |NEW MEDIA: | | | |

| |Media: computer, interactive | | | |

| |computer programs, photography, | | | |

| |film | | | |

GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

CREATING ART: PRODUCTION

|Standard 9: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning. |

|Indicator |Example |Instruction/Assessment |Resource |

| | | | | |

|2.9.3 |Demonstrate safe and proper use, care,|Elaborate and model proper storage use |Students will properly store art materials |SRA Art Connections Textbook |

| |and storage of media, materials, and | |in a proper fashion | |

| |equipment. |Demonstrate and discuss the correct way to clean-up material and | |Teacher Experience |

| | |room |Students progressively learn class safety | |

| | | |and material care for art related materials |Internet Resources |

| | |Examine safety procedure from various materials and art related |and supplies | |

| | |techniques | | |

| | | |Teachers and students model appropriate and | |

| | | |safe handling of art materials | |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

CREATING ART: PRODUCTION

|Standard 10: Students reflect on, revise, and refine work using problem solving and critical thinking skills. |

|Indicator |Example |Instruction/Assessment |Resource |

| | | | | |

|2.10.1 |Demonstrate evidence of reflection and|Past Student Examples |Discuss and reflect the art from the artists and|SRA Art Connections Textbook |

| |care in completion of work. | |discuss why or why not the artworks are | |

| | |Wilheim Schimmel’s Large Eagle |successful |Art Prints |

| | | | | |

| | |George Catlin’s NO-HO-MUN-YA, One Who gives No |Evaluate what made certain works of art | |

| | |Attention |successful | |

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| | |Helen Cordero’s Storyteller Doll | | |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

CREATING ART: PRODUCTION

|Standard 10: Students reflect on, revise, and refine work using problem solving and critical thinking skills. |

|Indicator |Example |Instruction/Assessment |Resource |

| | | | | |

|2.10.2 |Identify and apply assessment criteria|Simon Rodia’s Watts Tower |Critique masterpiece artwork as a class to |SRA Art Connections Textbook |

| |for studio work such as craftsmanship,| |communicate ideas | |

| |control of media, communication of |Adolph Gottlieb’s Spectre of the Sea | | |

| |ideas. | |Compare and contrast how artist used media, | |

| | |David Smith’s Cubi XVIII |craftsmanship and communicated ideas | |

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| | |Rene Magritte’s The Empire of Lights | | |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

CREATING ART: PRODUCTION

|Standard 10: Students reflect on, revise, and refine work using problem solving and critical thinking skills. |

|Indicator |Example |Instruction/Assessment |Resource |

| | | | | |

|2.10.3 |Demonstrate respect for their work and|Display the work of artists and use a few |Demonstrate proper use of handling works of art|Museums |

| |the work of others. |examples of artworks that use the same medium | | |

| | |and techniques | |Art Prints |

| | | |Define respect and how that will be obtained | |

| | |Teacher modeling of handling a piece of student|through handling artwork |Past Student Artwork |

| | |artwork | | |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

CAREERS AND COMMUNITY

|Standard 11: Students recognize a variety of art-related professions and careers in our society. |

|Indicator |Example |Instruction/Assessment |Resource |

| | | | | |

|2.11.1 |Identify the roles of artists, |Visit or research different art museums and |Various resources such as the internet, books, |Museums |

| |docents, and guards at museums and |careers |class discussion, visit museums, guest speakers | |

| |galleries. | | |Museum websites |

| | |Internet exploration of the different roles | | |

| | |people play in an art museum | |SRA Art Connections Textbook Glossary |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

CAREERS AND COMMUNITY

|Standard 12: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts. |

|Indicator |Example |Instruction/Assessment |Resource |

| | | | | |

|2.12.1 |Locate and discuss art in the local |Ruthmere Mansion |Evaluate and discuss local artworks |City Calendars |

| |community such as town monuments, | | | |

| |unique |Midwest Museum of American Art |Examine how certain works of art have influences|Chamber of Commerce |

| |architecture, stained glass, | |the community | |

| |paintings, and murals. |Downtown Elkhart | |Elkhart County Historical Society |

| |. | | | |

| | |Statue search | |Internet resources |

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| | |Beardsley Mansion | |Indiana Historical Landmark Association |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

CAREERS AND COMMUNITY

|Standard 12: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts. |

|Indicator |Example |Instruction/Assessment |Resource |

| | | | | |

|2.12.2 |Visit local museums, exhibits, and |Guest Speakers |Discuss local artist and their influence on the |SRA Art Connections Textbooks |

| |experience visiting artists in the | |people of the community | |

| |school. |Midwest Museum of American Art | |Local Museums |

| | | |Speakers from local museums talk to classes | |

| | |Display various forms of artwork from community| |Visiting Artists |

| | |artists | | |

| | | | |Art Institute CD-Rom |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

INTEGRATED STUDIES

|Standard 13: Students identify and make connections between knowledge and skill in art and all other subject areas such as humanities, sciences, and technology. |

|Indicator |Example |Instruction/Assessment |Resource |

| | | | | |

|2.13.1 |Identify similarities and connections |Geography and Map Making: |Identify commonalities between works of art that|SRA Art Connections Textbooks |

| |between concepts and subject matter of|Yvonne Jacquette’s Town of Skowhegan, Maine |overlap into other disciplines | |

| |visual art | | |Internet Resources |

| |and other disciplines. |David Hockney’s | | |

| | |Garrowby Hill | | |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

INTEGRATED STUDIES

|Standard 13: Students identify and make connections between knowledge and skill in art and all other subject areas such as humanities, sciences, and technology. |

|Indicator |Example |Instruction/Assessment |Resource |

| | | | | |

|2.13.2 |Demonstrate the ability to create a |The use of measurement used in art related |Students demonstrate adequate artistic skills |SRA Art Connections Textbook |

| |work of art utilizing concepts, |projects such as proportion and balance |that relate to the medium being used. | |

| |subject matter, or the | | |Textbooks from other classes |

| |sign systems (such as words or |The use of science in art projects such as |Artistic mediums and techniques are used along | |

| |numbers) of another discipline. |glazing pottery, wax resist, and various other |with other subject area content to convey |Internet Resource |

| |. |interdisciplinary units |factual information | |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

INTEGRATED STUDIES

|Standard 14: Students understand the integrative nature of art forms including dance, theater, music, visual art, and media art. |

|Indicator |Example |Instruction/Assessment |Resource |

| | | | | |

|2.14.1 |Identify similarities and connections |Introduce students to the performing arts. |View and discuss similarities of the performing |SRA Art Connections Textbooks |

| |between concepts and subject matter of| |arts and other art forms | |

| |visual art |View a variety of media art forms | |Presentations of various performing arts |

| |and other art forms (dance, theater, | |Identify similarities between the wide variety | |

| |or music). |Examples of art from former students |of art forms | |

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GRADE 2

VISUAL ARTS CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

INTEGRATED STUDIES

|Standard 14: Students understand the integrative nature of art forms including dance, theater, music, visual art, and media art. |

|Indicator |Example |Instruction/Assessment |Resource |

| | | | | |

|2.14.2 |Demonstrate ability to create an |Movies |View and discuss the performing arts and other |SRA Art Connections Textbook |

| |integrated work utilizing concepts, | |art forms | |

| |subject matter, and |CD’s | |Internet Resources |

| |sign systems (image, movement, sound, | |Students realize that by combining various art | |

| |or words) of art and another art form.|DVD’s |forms that ideas and concepts can be expressed | |

| | | |in a variety of ways | |

| | |Correlate a work of art to the sounds they hear| | |

| | |from certain music | | |

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