Bowling Green Independent School District Combined Curriculum Document Visual Art Primary Second Grade

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1 Visual Art First Quarter Humanity-Native American Visual Art Second Quarter Humanity-Traditional Appalachian/Colonial Third Quarter Humanity-West African Purposes-Ceremonial and Narrative Fourth Quarter Humanity-Native American/Traditional Appalachian/Colonial/West African 1

2 Big Idea: Structure in the Arts Visual Arts Knowledge - AH-P-SA-U-2 the principles of design and the elements of visual art are intentionally applied in creating works of art. AH-P-SA-U-3 responding to and critiquing works of art involves an understanding of elements, principles, and structures appropriate to each area of the arts. AH-P-SA-U-4 existing and emerging technologies can inspire new applications of structural components Primary Skills AH-P-SA-S-VA1 recognize and identify elements of art (line, shape, form, texture, color) and principles of design (emphasis, pattern, balance, contrast) using visual art terminology AH-P-SA-S-VA2 Students will use the elements of art and principles of design in creating artworks independently and with others AH-P-SA-S-VA3 Students will explore, describe, and compare elements of art (e.g., line, shape, form, texture, primary and secondary colors, color schemes) and principles of design (e.g., focal point, pattern, balance, contrast) in two and three dimensional artworks AH-EP Students will identify or describe elements of art and principles of design in works of art. Elements of art: Line, Shape, Form, Texture and Color (primary and secondary hues) and color schemes (warm, cool, neutral black, white, gray, sometimes brown/beige as earth tones) Principles of design: Organization of visual compositions: Emphasis (focal point), Pattern, Balance (symmetry), Contrast (e.g., black/white, rough/smooth) I can create works of art using elements of art and principles of design in my artwork. I can explain the following using 3 words: line. Shape. Form. Texture. Color. Emphasis. Pattern. Balance. Contrast. I can use the following lines to create an artwork: Curved Straight I can identify the shapes within my two dimensional work of art and the artwork of others. I can identify a three dimensional form in my two dimensional and three dimensional work of art and in the artwork of others. Elements of Art Line Diagonal Horizontal Vertical Line Width Line Length Shape Color Primary secondary warm cool neutral color schemes positive/negative earth tones Hue Value Space Texture Form Principles of Design Emphasis focal point Pattern Balance Symmetry Contrast Black/white, rough/smooth I can compare and contrast texture in my artwork and the artwork of others. I can identify and use color schemes in my artwork and in the artwork of others. 2

3 Big Idea: Humanity in the Arts Visual Arts AH-P-HA-U-1 the arts are powerful tools for understanding human experiences both past and present. AH-P-HA-U-2 the arts help us understand others (often very different) ways of thinking, working, and expressing ourselves. AH-P-HA-U-3 the arts play a major role in the creation and defining of cultures and building civilizations. Primary Skills AH-P-HA-S-VA1 associate artworks they experience or create with specific cultures (Native American, Appalachian, West African); describe in simple terms how art of these cultures reflects the cultures AH-P-HA-S-VA2 associate artworks they experience or create with the Colonial American period in history; describe in simple terms how art of the American Colonies reflects the Colonial American time period AH-P-HA-S-VA3 describe artworks of specific cultures using visual art terminology AH-EP Students will identify art from the following cultures and periods. Cultures: Native American, West African Periods: Colonial American I can tell three ways visual art has been a part of Native American cultures. I can list three ways visual art has been a part of cultures. I can name three ways visual art has been a part of West African cultures. I can list three ways how visual art had been a part of Colonial America Native American Folk Colonial West African 3

4 Big Idea: Purposes for Creating the Arts Visual Arts AH-P-PCA-U-1 the arts fulfill a variety of purposes in society (e.g., to present issues and ideas, to entertain, to teach or persuade, to design, plan and beautify). AH-P-PCA-U-2 the arts have value and significance for daily life. They provide personal fulfillment, whether in vocational settings, avocational pursuits, or leisure. AH-P-PCA-U-3 the arts provide forms of nonverbal communication that can strengthen the presentation of ideas and emotions. Primary Skills AH-P-PCA-S-VA1 develop and awareness of the purposes for which artworks are created (e.g., ceremonial, artistic expression, narrative, functional) AH-P-PCA-S-VA2 Students will create new and experience artworks designed to fulfill a variety of specific purposes AH-EP Students will experience visual art works created for a variety of purposes. Purposes of art: (different roles of art) Ceremonial - ritual, celebration, artworks created to support worship ceremonies (e.g., ceremonial masks) Artistic expression - artwork to express or communicate emotions, ideas, feelings (e.g., for self-expression, to decorate or beautify objects) Narrative - artworks that tell stories, describe and illustrate experiences, or communicate ideas or information, art to document important or historical events (e.g., Native American totem poles, cave and wall paintings) Functional - artistic objects used in everyday life (e.g., pottery, quilts, baskets) I can create an object used for ritual and tell how it is used in worship. I can create an artwork used to tell a story. I can create an artwork used to illustrate experiences. I can create an object that can be used in everyday life. Ceremonial Narrative Functional Ritual Celebration Worship 4

5 Big Idea: Processes in the Arts Visual Arts AH-P-PA-U-1 there are three distinct processes for involvement in the arts; creating new artworks, performing works previously created, and responding to artworks and performances. AH-P-PA-U-2 full understanding and appreciation of the arts requires some degree of involvement in all three processes. AH-P-PA-U-3 openness, respect for work, and an understanding of how artists apply elements and principles of design in creating and performing are personal attitudes and skills that enhance enjoyment of the observer. AH-P-PA-U-4 existing and emerging technologies can extend the reach of the art form to new audiences. Primary Skills AH-P-PA-S-VA1 Students will be actively involved in creating and artworks AH-P-PA-S-VA2 learn how to use knowledge of the elements and principles of art and art terminology to describe and critique their own work and the work of others AH-P-PA-S-VA3 Students will identify possible criteria for evaluating visual (e.g., skill of artist, originality, emotional impact, variety, interest) AH-P-PA-S-VA4 Students will demonstrate audience behavior appropriate to context and style of visual arts observed/viewed; discuss opinions with peers in a supportive and constructive way AH-P-PA-S-VA5 Students will describe personal responses to artwork; explain why there might be different responses to specific works of art AH-EP Students will choose media to create artworks with a basic understanding of how to use the media. I can apply a variety of media processes to produce two dimensional artwork. I can apply a variety of media processes to produce three dimensional artwork. Two dimensional Three dimensional Media Artist Paint Pencil Crayon Marker Oil Pastel Pastel Clay Glitter Glue Papier mache Yarn 5