Second+Grade

Second Grade Curriculum
**Standard(s) Aligned System**


 * **Clear Standards **

 **9.1. Production, Performance and Exhibition of Visual Arts** A.Know and use the elements and principles of each art form to create works in the arts and humanities. B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts C.Recognize and use fundamental vocabulary within each of the arts forms. D. Use knowledge of varied styles within each art form through a performance or exhibition of unique work. E. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts F. Identify works of others through a performance or exhibition G. Recognize the function of rehearsals and practice sessions. H. Handle materials, equipment and tools safely at work and performance spaces. I. Identify arts events that take place in schools and in communities. J. Know and use traditional and contemporary technologies for furthering knowledge and understanding in the humanities. K. Know and use traditional and contemporary technologies for furthering knowledge and understanding in the humanities.  **9.2. Historical and Cultural Contexts** A <span style="font-family: Georgia,serif;">. Explain the historical, cultural and social context of an individual work in the arts. B. Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present). C. Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Contemporary, Futuristic, others). D. Analyze a work of art from its historical and cultural perspective. E. Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas) F. Know and apply appropriate vocabulary used between social studies and the arts and humanities. G. Relate works in the arts to geographic regions: H. Identify, describe and analyze the work of Pennsylvania Artists in dance, music, theatre and visual arts. <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">I. Identify, explain and analyze philosophical beliefs as they relate to works in the arts (e.g., classical architecture, rock music, Native American dance, contemporary American musical theatre J. Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., PLAYS BY Shakespeare, works by Michelangelo, ethnic dance and music). K. Identify, explain and analyze traditions as they relate to works in the arts (e.g., story telling – plays, oral histories- poetry, work songs- blue grass). L. Identify, explain and analyze common themes, forms and techniques from works in the arts (e.g., Copland and Graham’s //Appalachian Spring// and Millet’s //The// //Gleaners//). <span style="font-family: Georgia,serif; font-size: 120%;"> A. Recognize critical processes used in the examination of works in the arts and humanities: <span style="font-family: Georgia,serif;"> Compare and contrast, Analyze, Interpret, Form and test hypotheses, Evaluate/form judgments B. Know that works in the arts can be described by using the arts elements, principles and concepts <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">C. Know classification skills with materials and processes used to create works in the arts (e.g., sorting and matching textiles, musical chants, television comedies D. Explain meanings in the arts and humanities through individual works and the works of others using a fundamental vocabulary of critical response. <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">E. Recognize and identify types of critical analysis in the arts and humanities. G.. Know how to recognize and identify similar and different characteristics among works in the arts (e.g., Amish and Hawaiian quilts, Navaho weavings and Kente cloth from West Africa). H. Know and demonstrate what a critic's position or opinion is related to works in the arts and humanities (e.g., I like patriotic songs because…; The movie was enjoyed for its exceptional special effects). <span style="font-family: 'Times New Roman'; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-font-size: 10.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">** 9.4. Aesthetic Response ** A. Know how to respond to a philosophical statement about works in the arts and humanities B. Know how to communicate an informed individual opinion about the meaning of works in the arts (e.g., works of an artist of the month). C. Recognize that the environment of the observer influences individual aesthetic responses to works in the arts D. Recognize that choices made by artists regarding subject matter and themes communicate ideas through works in the arts and humanities <span style="font-family: Georgia,serif; font-size: 10pt;">D. Recognize that choices made by artists regarding subject matter and themes communicate ideas through works in the <span style="font-family: 'Times New Roman'; font-size: 10pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">arts and humanities
 * __<span style="font-family: Georgia,serif;">**<span style="font-family: Georgia,serif; font-size: 110%;">Standards ** __
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-font-size: 10.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US; msoansilanguage: EN-US; msobidifontsize: 10.0pt; msobidilanguage: AR-SA; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-US;">9.3. Critical Response **


 * __<span style="font-family: Georgia,serif;">**Anchors** __ ||
 * <span style="font-family: Georgia,serif;">**Fair Assessments**

<span style="font-family: Georgia,serif;">**Art History** - the study of art from the past to the present <span style="font-family: Georgia,serif;">**Concept:** Artists reflect on art and art-making when they make choices, state preferences, and learn from past experiences.
 * __<span style="font-family: Georgia,serif;">**Summative** __
 * __<span style="font-family: Georgia,serif;">**Diagnostic** __ ||
 * <span style="font-family: Georgia,serif;">**Curriculum Framework**
 * __<span style="font-family: Georgia,serif;">**<span style="font-family: Georgia,serif;">Big Ideas ** __
 * 1) <span style="font-family: Georgia,serif;">The skills, techniques, elements, and principles of the arts can be learned, sudied, refined, and practiced.
 * 2) <span style="font-family: Georgia,serif;">Artists use tools and recourses, as well as their own experiences and skills, to create art.
 * 3) <span style="font-family: Georgia,serif;">People create, experience, and engage with art throughout their lives.
 * 4) <span style="font-family: Georgia,serif;">The arts provide a medium to understand and exchange ideas.
 * 5) <span style="font-family: Georgia,serif;">Art is created for a variety of purposes; artists create for a variety of reasons
 * 6) <span style="font-family: Georgia,serif;">Humans have expressed experiences and ideas throguh the arts throughout time and accross cultures.
 * 7) <span style="font-family: Georgia,serif;">There are formal and informal processes to assess quality, interpret meaning, and determine value.
 * __<span style="font-family: Georgia,serif;">**Concepts** __
 * 1) <span style="font-family: Georgia,serif;">Artists make art and solve problems.
 * <span style="font-family: Georgia,serif;">There are many solutions to one problem
 * <span style="font-family: Georgia,serif;">Multiple solutions to the same problem may all be correct
 * 1) <span style="font-family: Georgia,serif;">Artists use specific vocabulary when making or describing art
 * 2) <span style="font-family: Georgia,serif;">Artists visually record customs and traditions as a way of preserving and understanding cultures and time periods
 * <span style="font-family: Georgia,serif;">Artists create works of art that celebrate special occasions/holidays or commemorate a special event
 * <span style="font-family: Georgia,serif;">Artists create works of art that show how people dressed, lived, worked, and played
 * <span style="font-family: Georgia,serif;">Artists create everyday objects as works of art.
 * 1) <span style="font-family: Georgia,serif;">Artists reflect on art and art-making when they make choices, state preferences, and learn from past experience.
 * __**<span style="font-family: Georgia,serif;">Competencies **__
 * 1) <span style="font-family: Georgia,serif;">Students will make art for a variety of purposes and reasons.
 * 2) <span style="font-family: Georgia,serif;">Students will recognize that opinions of others are valid.
 * 3) <span style="font-family: Georgia,serif;">Students will use appropriate vocabulary when making art and expressing their ideas about art.
 * 4) <span style="font-family: Georgia,serif;">Students will make and analyze art that reflects a variety of cultures, traditions, and time periods.
 * 5) <span style="font-family: Georgia,serif;">Students will reflect on the processes they use to produce their art as well as the products they create.
 * __<span style="font-family: Georgia,serif;">**Essential Questions** __
 * 1) <span style="font-family: Georgia,serif;">What is art?
 * 2) <span style="font-family: Georgia,serif;">Where do we experience art (see it, hear it)?
 * 3) <span style="font-family: Georgia,serif;">Who can create art?
 * 4) <span style="font-family: Georgia,serif;">How is art like a language?
 * 5) <span style="font-family: Georgia,serif;">Why do people create art?
 * 6) <span style="font-family: Georgia,serif;">How do people create art?
 * 7) <span style="font-family: Georgia,serif;">Why does art change?
 * 8) <span style="font-family: Georgia,serif;">What makes art good?
 * 9) <span style="font-family: Georgia,serif;">Why do artists rehearse and practice?
 * 10) <span style="font-family: Georgia,serif;">Why is it important for people to be able to act, dance, draw, play, and sing?
 * 11) <span style="font-family: Georgia,serif;">Why do different people like different works of art?
 * __<span style="font-family: Georgia,serif;">**Vocabulary** __
 * <span style="font-family: Georgia,serif;">**Additional vocabulary is used relating to emergent curriculum.**
 * Asymmetry** - a form of balance when one side of a design has more elements than the other side of the design
 * Background** - the portion of a picture that appears farthest from the viewer, usually at the top of the picture frame
 * Color wheel** - A way of organizing the spectrum of hues
 * Culture** - customs, traditions, rituals, beliefs, religion, politics and institutions
 * Depth** - the measurement downward from a surface or the measurement from front to back
 * Foreground** - the portion of a picture that appears closest to the viewer
 * Hue** - another word for color
 * Middle ground** - the portion of a picture that is between the fore and middle ground
 * Perspective** - the method used to create the illusion of depth on a flat surface
 * Proportion** - comparative relationship between things and/or parts with respect to size
 * Rhythm** - when an object is repeated to lead a viewer’s eyes through a work of art
 * Shade** - a color plus black
 * Symmetry** - a type of formal balance when two sides are mirror images of each other.
 * Tint** - a color plus white
 * Value** - how light or dark a color is
 * __<span style="font-family: Georgia,serif;">**<span style="font-family: Georgia,serif;">Exemplars ** __
 * Competency:** Students will reflect on the processes they use to produce their art, as well as the products they create.
 * Exemplar:** To better understand that artists reflect both during and after the creative process, students will create works of art and reflect on the processes they use to produce art.

//Assessment// - Throughout the unit, students will describe, verbally or in writing, their creative processes and ways in which they plan to change their work.

Students will be assessed on their ability to articulate their artistic choices and also on the changes that they’ve made through the artistic process. || none //Optional:// a note about this edit for the page history log


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