Second grade standards - visual arts

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Second Grade Standards - Visual Arts

These are from the Washington State Learning Standards

(1) The student understands and applies arts knowledge and skills in dance, music, theatre, and visual arts.

  • (1.1) Understands and applies visual arts concepts and vocabulary
    • (1.1.1) Understands, applies, and creates the elements of visual arts when producing a work of art.
      • Elements of Visual Arts: Line
      • Describes, uses, and produces a variety of types and qualities of line for a variety of artistic purposes and to demonstrate/portray the following features and functions of line:
        • Direction
        • Expression/emotion
        • Movement
        • Shape
        • Textures
        • Patterns
        • Imaginative drawing
        • Observational drawing
    • (1.1.2) Understands, applies, and creates the elements of visual arts when producing a work of art.
      • Elements of Visual Arts: Shape and Form
      • Describes, uses, and produces shapes and forms in a variety of media, styles, and artworks to demonstrate:
        • Geometric shapes and forms.
        • Organic shapes and forms.
        • Free-form shapes and forms.
        • Positive and negative shapes.
    • (1.1.3) Understands, applies, and creates the elements of visual arts when producing a work of art.
      • Elements of Visual Arts: Value
      • Examines, uses, and produces a range of three values in various environments and works of art in a variety of media; demonstrates and produces: 
        • A black-to-white value scale.
        • A one-color value scale.
        • Two- and three-dimensional artworks that incorporate three levels of value.
    • (1.1.4) Understands, applies, and creates the elements of visual arts when producing a work of art.
      • Elements of Visual Arts: Texture
      • Examines, uses, and produces a variety of textures in various environments, various works of two- and three-dimensional art, and a variety of media to demonstrate/portray:
        • Visual/implied texture
        • Actual texture
        • Differentiates between visual/implied and actual texture.
    • (1.1.5) Understands, applies, and creates the elements of visual arts when producing a work of art.
      • Elements of Visual Arts: Space
      • Describes and uses the element of space and spatial devices in various environments, in works of two- and three-dimensional art, and in a variety of media to demonstrate/portray:
        • Baseline
        • Over/under
        • Above/below
        • Beside
        • Behind/in front
        • Foreground
        • Middle ground
        • Background
        • Overlap
        • Size
        • Placement on a page
    • (1.1.6) Understands, applies, and creates the elements of visual arts when producing a work of art.
      • Elements of Visual Arts: Color
      • Identifies, produces, and uses—in various artworks and working with a variety of media—the following:
        • Primary colors (yellow, red, blue).
        • Secondary colors (orange, green, purple/violet); created by mixing primary colors (yellow + red = orange).
        • Warm colors (yellow, orange, red) and cool colors (blue, green, violet).
    • (1.1.7) Understands, applies, and creates repetition/pattern, contrast, variety, balance, movement/rhythm, and proportion in a work of art.
      • Visual Arts-Principles of Design: Repetition/Pattern, Contrast, Emphasis/Dominance, Variety, Balance, Movement/Rhythm, Proportion, Harmony/Unity
      • Explores and creates patterns, movement, and rhythm by using the repetition of lines, shapes, and colors.
      • Uses patterns to enhance the surfaces of shapes and forms in a variety of two- and three-dimensional works of art.
      • Identifies symmetrical balance in nature.
      • Explores and creates works of art in a variety of two- and three-dimensional media by using:
        • Repetition/pattern
        • Contrast
        • Variety
        • Balance (symmetrical and asymmetrical)
        • Movement and rhythm
  • (1.2) Develops visual arts skills and techniques.
    • (1.2.1) Understands and applies the skills and techniques of the visual arts to create original works of art in two and/or three dimensions.
      • Identifies and uses the tools and processes of the visual arts.
      • Uses a step-by-step process to produce two- and three-dimensional objects and artworks.
      • Uses forming and stamping techniques to create functional clay vessels.
      • Uses a variety of arts tools to explore ways of making lines and textures.
  • (1.3) Understands and applies visual arts genres and styles of various artists, cultures, and times
    • (1.3.1) Understands, applies, and creates artworks using visual arts styles and genres of various artists, cultures, places, and times.
      • Uses personal experience and/or knowledge of people, communities, events, and cultures to create an artwork.
      • Describes the attributes of artworks by specific artists or cultures.
      • Explains that people make art for many reasons (tradition, ritual, social and personal reasons, and so on).
      • Uses visual thinking skills to discuss a variety of artworks.
  • (1.4) Understands and applies audience conventions in a variety of settings, performances, and presentations of visual arts.
    • (1.4.1) Understands the responsibilities of the audience and applies the conventions that are appropriate given the setting and culture.
      • Focuses attention, listens actively, and uses appropriate viewing skills in visual arts settings.
      • Demonstrates appropriate audience conventions in a variety of arts settings.
      • Demonstrates respect for artists and artworks in the community and in a variety of visual arts settings.

(2) The student uses the artistic processes of creating, performing/presenting, and responding to demonstrate thinking skills in dance, music, theatre, and visual arts.

  • (2.1) Applies a creative process to visual arts. (Identifies, explores, gathers, interprets, uses, implements, reflects, refines, and presents)
    • (2.1.1) Applies a creative process to visual arts.
      • Demonstrates a creative process:
        • Explores the elements of visual arts to create works of art.
        • Uses information to create works of visual arts.
        • Uses ideas, skills, foundations, and techniques to create works of art.
        • Implements choices of the elements of visual arts to create works of art.
        • Refines works of visual arts through feedback.
        • Presents works of art to others in the school and community.
  • (2.2) Applies a performance and/or presentation process to visual arts. (Identifies, selects, analyzes, interprets, practices, revises, adjusts, refines, presents, exhibits, produces, reflects, self-evaluates
    • (2.2.1) Applies a performance and/or presentation process to visual arts. 
      • Demonstrates a presentation process:
        • Creates and revises artworks through exploration and problem-solving.
        • Selects artistic resources and materials in order to create and present artworks.
        • Produces and presents an artwork that represents a personal experience.
        • Communicates the process used to make a visual artwork and/or presentation.
        • Identifies the audience and purpose of the artwork and presentation.
  • (2.3) Applies a responding process to a presentation/exhibit of visual arts. (Engages, describes, analyzes, interprets, and evaluates)
    • (2.3.1) Applies a responding process to a presentation/exhibit of visual arts. 
      • Demonstrates a responding process:
        • Engages the senses actively and purposefully while experiencing visual arts.
        • Describes and communicates what is perceived and experienced through the senses (seen, felt, smelled, tasted, and/or heard).
        • Uses developmentally appropriate elements and foundations of visual arts.
        • Determines personal meaning based on personal experiences and background knowledge.

(3) The student communicates through the arts (dance, music, theatre, and visual arts).

  • (3.1) Uses visual arts to express feelings and present ideas.
    • (3.1.1) Understands that visual arts are used to express feelings and present ideas and applies this understanding when creating artworks.
      • Demonstrates and explains how feelings are expressed in his/her artworks and the artworks of others.
      • Uses (with teacher’s support and direction) visual arts in a variety of media to express and present personal feelings and ideas.
      • Expresses and/or represents in works of art/design what is perceived and experienced through the senses (seen, felt, smelled, tasted, and/or heard). 
  • (3.2) Uses visual arts to communicate for a specific purpose. 
    • (3.2.1) Understands that visual artworks communicate for a specific purpose and applies this understanding when creating and considering artworks.
      • Describes and/or discusses (with teacher’s support and direction) visual artworks that communicate for a given purpose.
      • Works alone or in collaboration with others (and with the teacher’s support and direction) to plan and create visual artworks in a variety of media to communicate for a specific purpose.
  • (3.3) Develops personal aesthetic criteria to communicate artistic choices in visual arts.
    • (3.3.1) Understands how personal aesthetic choices are influenced by and reflected in visual artworks.
      • Shares (with teacher’s direction) how personal aesthetic choices are reflected in visual artworks.
      • Describes how the personal aesthetic choices reflected in visual artworks are influenced by family, culture, and community.

(4) The student makes connections within and across the arts (dance, music, theatre, and visual arts) to other disciplines, life, cultures, and work.

  • (4.1) Demonstrates and analyzes the connections among the arts disciplines (dance, music, theatre, and visual arts).
    • (4.1.1) Remembers skills, concepts, and vocabulary that the discipline of visual arts has in common with other arts disciplines.
      • Identifies and demonstrates the compositional elements and attributers that the arts disciplines have in common.
      • Demonstrates skills and processes that are common among arts disciplines, such as creating, practicing, performing, exhibiting, and collaborating.
  • (4.2) Demonstrates and analyzes the connections among the arts and between the arts and other content areas.
    • (4.2.1) Remembers and understands skills, concepts, and vocabulary that the discipline of visual arts has in common with other content areas.
      • Finds and identifies concepts and attributes that are common to the arts and other areas.
  • (4.3) Understands how the arts impact and reflect personal choices throughout life.
    • (4.3.1) Understands how visual arts impact personal choices, including choices made at home and in school.
      • Identifies and compares examples of visual artworks:
        • In the family/home.
        • In the classroom.
        • At school.
        • As part of activities in the community.
        • At other events outside of school.
  • (4.4) Understands how the arts influence and reflect cultures/civilization, place, and time.
    • (4.4.1) Remembers specific attributes of a work of visual art that reflect its cultural and historical context.
      • Identifies, describes, and explores attributes of:
        • A specific artwork in the classroom.
        • Artworks in the school.
        • Specific artworks in the community.
  • (4.5) Understands how arts knowledge and skills are used in the world of work, including careers in the arts.
    • (4.5.1) Applies his/her understanding of how the knowledge, skills, and work habits of visual arts are used in the world of work, including careers in visual arts.
      • Explores and practices the productive work habits and safety procedures needed to create art; for example, the student:
        • Uses materials safely.
        • Uses tools safely.
        • Acquires good craftsmanship.
        • Explores different careers in the arts and associated work habits.