GATEWAY GROUP CURRICULUM OVERVIEW

Content Area:

Visual & Performing Arts

    Grade Level:

2

Module Title:

Visual Art

     

LEARNING TARGETS

NJ STUDENT LEARNING STANDARDS

1.1  The Creative Process:  All students will demonstrate an understanding of the elements and

       principles that govern the creation of works of art in dance, music, theatre, and visual art.

1.2 History of the Arts and Culture: All students will understand the role,

      development, and influence of the arts throughout history and across cultures.

1.3  Performance:  All students will synthesize those skills, media, methods, and technologies

       appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and

       visual art.

1.4 Aesthetic Responses & Critique Methodologies pertains to all four arts

      disciplines, and is comprised of two strands related to the mode of response: A. Aesthetic

      Responses and B. Critique Methodologies. This standard addresses two ways students may

      respond to the arts, including (1) the study of aesthetics and (2) the application of

      methodologies for critique

Content Statement

CPI#

Cumulative Progress Indicator (CPI)

The basic elements of art and principles of design govern art creation and composition.

1.1.2.D.1

Identify the basic elements of art and principles of design in diverse types of artwork.  

Recognizing the elements of art and principles of design in artworks of known and emerging artists, as well as peers, is an initial step toward visual literacy.

1.1.2.D.2

Identify elements of art and principles of design in specific works of art and explain how they are used.  

Dance, music, theatre, and visual artwork from diverse cultures and historical eras have distinct

characteristics and common themes that are revealed by contextual clues within the works of art.

1.2.2.A.1

Identify characteristic theme-based works of dance, music, theatre, and visual art, such as

artworks based on the themes of family and community, from various historical periods and world cultures.

The function and purpose of art-making across cultures is a reflection of societal values and beliefs.

1.2.2.A.2

Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures.

Visual statements in art are derived from the basic elements of art regardless of the format and medium used to create the art. There are also a wide variety of art media, each having its own materials, processes, and technical application methods for exploring solutions to creative problems.

1.3.2.D.1

Create two- and three-dimensional works of art using the basic elements of color, line, shape, form, texture, and space, as well as a variety of art mediums and application methods.

Symbols convey meaning agreed upon by a group or culture. Manipulation of the basic elements of art and principles of design for personal expression results in visual communication that may be relevant in a variety of settings.

1.3.2.D.2

Use symbols to create personal works of art based on selected age-appropriate themes, using oral stories as a basis for pictorial representation.

Each of the visual art forms uses various materials, tools, and techniques that are associated with unique verbal and visual vocabularies.

1.3.2.D.3

Employ basic verbal and visual art vocabulary to demonstrate knowledge of the materials, tools, and methodologies used to create and tell visual stories.

Knowledge of visual art media necessitates an understanding of a variety of traditional and nontraditional tools, applications, possibilities, and limitations.

1.3.2.D.4

Explore the use of a wide array of art mediums and select tools that are appropriate to the production of works of art in a variety of art media.

Visual awareness stems from acute observational skills and interest in visual objects, spaces, and the relationship of objects to the world.

1.3.2.D.5

Create works of art that are based on observations of the physical world and that illustrate how art is part of everyday life, using a variety of art mediums and art media.

Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists

who create them.

1.4.2.A.1

Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art,

and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.).

Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them.

1.4.2.A.2

Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual art that evoke emotion and that communicate cultural meaning.

Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists

who create them.

1.4.2.A.3

Use imagination to create a story based on an arts experience that communicated an emotion

or feeling, and tell the story through each of the four arts disciplines (dance, music, theatre, and visual art).

Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists

who create them.

1.4.2.A.4

Distinguish patterns in nature found in works of dance, music, theatre, and visual art.

Relative merits of works of art can be qualitatively and quantitatively assessed using observable criteria.

1.4.2.B.1

Observe the basic arts elements in performances and exhibitions and use them to formulate objective assessments of artworks in dance, music, theatre, and visual art.

Constructive criticism is an important evaluative tool that enables artists to communicate more effectively.

1.4.2.B.2

Apply the principles of positive critique in giving and receiving responses to performances.

Contextual clues are embedded in works of art and provide insight into artistic intent.

1.4.2.B.3

Recognize the making subject or theme in works of dance, music, theatre, and visual art.

Grade 2 Students will…

  • Distinguish ways to employ pattern such as; zigzag, dotted and wavy lines of varying weights and length in two-dimensional works of art (e.g.,  Peacock Dress by Aubrey Beardsley, Paul Signac's Portrait of Felix Fenon, Alexei von Jawlensky's Saviour's Face Renunciation, and The Church at Auvers by Vincent Van Gough etc.).  Illustrate similar applications of line in original two-dimensional art work.
  • Use attributes to characterize the use of shape (i.e., circle, square, triangle, oval and rectangle) in diverse works of known and emerging artists (e.g., Take the Train to Harlem by James Rizzi, Sonia Delaunay's Rhythm or Squares, Sol Lewitt's Costruzione Cubica or Four Geometric Figures of a Room, Jim Dine's heart paintings, Adolf Wolfli's General View of the Island Neveranger etc.) and compose original two and three-dimensional works of art using shape as the primary emphasis.
  • Distinguish primary and secondary colors in works of known and emerging artists (e.g., Frederic Edwin Church’s Rainy Season in the Tropics, Andrea del Verrocchio’s Tobias and the Angel, the paintings of Pierre-Auguste Renoir, Fernand Leger’s Homage to Louis David, Katsushika Hokusai’s Evening Scene on the Occasion of the Festival of Lanterns etc.).  Mix primary colors to create secondary colors and utilize primary and secondary colors in original works of art.
  • Compare how known and emerging artists from diverse cultures make use of texture in their artwork (e.g., Lee Krasner’s paintings and drawings including Noon, Shattered Color or Shattered Color, paintings by Max Ernst such as The Entire City or Dadaville, Haitian Sequence Banners, Inca feather tunics, Javanese Batik etc.).  Create original two-dimensional works of art that use texture as the predominant element of art.
  • Compare applications of the principle of design of radial balance in two-dimensional works of peers, known and emerging artists from diverse cultures and historical eras (e.g., Georgia O’Keefe’s flower paintings, Sweetgrass Basketry, Navajo Dream Catchers, the stroboscope photography of Harold Edgerton including Milk Drop Coronet or Back Dive etc.).  Design and create drawings, paintings of mixed media works that show radial balance.
  • Integrate the principles of design, emphasis in original two and three-dimensional art works and explain how this principle of design is used to communicate the artistic intent of peer and diverse known and emerging artists (e.g., Than-ka / Tibetan painted cloth scrolls, Balshazzar’s Feast by Rembrandt, portraiture of Alex Katz including Round Hill or Elizabeth, El Greco's Assumption of the Virgin, Edward Hicks' Peaceable Kingdom etc.).
  • Identify how artists use line, shape, balance and proportion to make facial features and to portray facial expressions capturing emotions in portraiture.  Apply these aspects of art making to original artwork.
  • Identify lines, geometric, shapes and free forms found in everyday objects and used in realistic and non objective art.  Demonstrate how line, shape and form can be expressive elements of art making by employing them in original artwork.

  • Identify the warm colors (e.g., red, yellow and orange) and the cool colors (e.g., blue, green and purple) and demonstrate how they can be used for expressive effect through the creation of original pieces of art.
  • Identify and create patterns from texture in original two and three-dimensional art work.
  • Describe in basic verbal art vocabulary how the appearance of space is achieved in two-dimensional artwork (i.e., by overlapping objects and placing them in different areas of the picture to establish foreground, middle ground and background).  Demonstrate understanding of this concept though the creation of original art work using object placement to represent the various picture planes (i.e., foreground, middle ground, and background) in the telling of pictorial narratives.
  • Describe positive and negative space using basic art vocabulary and replicate these concepts in original two-dimensional artwork.
  • Use symbolism for pictorial representation/visual communication in the creation of works of art stemming from real life observation for inspiration.
  • Use mixed media (e.g., pencil, crayon, markers, watercolor, colored pencils, collage, clay, wire, cardboard etc.) to create two and three-dimensional figurative works of art that follow the principles of art; symmetry, balance and proportion.  Demonstrate an understanding application methods and primary or secondary colors by using them to complete the artwork to creative effect.
  • Use line, geometric shapes, texture, space (i.e., positive and negative space) and color to create two-dimensional artwork that depicts three-dimensional objects.  Use various materials (e.g., colored pencil, markers, watercolor, crayons etc.) and observations of the physical world that illustrate how art is part of everyday life.
  • Use line, texture and/or patterns and shapes (geometric or freeform) to create non-objective art work that uses color and mixed media (e.g., crayon, paint, markers, colored pencils, paper, clay, wire, cardboard etc.) to express a mood.
  • Create original works of art based on age-appropriate themes using symbols derived from oral stories as a basis for pictorial representation.
  • Demonstrate knowledge of the materials, tools, and methodologies used to create and tell visual stories by describing and employing basic verbal and visual art vocabulary to works of others and original artwork.
  • Identify the characteristics of exemplary works of visual art, and identify characteristics of the artists who created them (e.g., gender, age, training, style, etc.).
  • Describe how the subject matter chosen by the artists for a particular artwork(s) is used to convey the purpose or intent of the artwork(s) (e.g., to celebrate, to replicate, to create and emotion of personal response, etc.).  
  • Compare and contrast culturally and historically diverse works art that evoke an emotion, and identify the subject matter and purpose for the works.  Describe how the subject matter contributes to the purpose.
  • Use their imagination to create a story based on an arts experience.  Write and illustrate an original short story based on the arts experience.  
  • Describe how nature is reflected in various works of art.  Describe how the artist and/or the work of art incorporates elements (e.g., color, line, shape, and texture) found in nature into the work of art.
  • Identify, select and define elements and principles of design (e.g., line shape, color, texture, repetition, rhythm, emphasis, balance) that help create a good work.
  • Recognize that individuals have different opinions about various works of art by sharing individual responses for liking or disliking specific aspects of a particular work of art.
  • Identify various subjects and themes in works of art, and verbalize simple reasons liking/disliking parts of the content of the work of art.
  • Discuss the role of artists and describe how artwork is used to communicate stories, ideas and emotions that are reflections of their place in history and culture (e.g., narrative paintings of everyday life by Horace Pippin, Grandma Moses, Norman Rockwell, Edouard Manet, or narrative art found in the Lascaux cave paintings, early Egyptian reliefs, Inuit art etc.).
  • Discuss the lineage of famous artists and their connection to cultures past and present (e.g., Grant Wood’s American Gothic and the influence of European culture and painting traditions; Pablo Picasso’s collage Three Musicians influenced by Italian Comedia dell Arte characters; Sugar Cane, a portable mural by Diego Rivera portraying the harsh reality of the life of the ordinary Mexican farm worker before the 1911 agrarian revolution.  Rivera’s murals of this period were directly influenced by Aztec storytelling; or Red Groom’s three-dimensional construction, Ruckus Manhattan – homage to cubism influenced by comics and political cartoons).

EVIDENCE OF LEARNING

 Assessment:  

  • Formative Assessment strategies
  • Rubrics
  • Unit Assessments
  • Performance Assessments 

Equipment Needed:

  • Color Wheel poster, or printout  
  • School and town libraries  
  • Various internet websites for art education.
  • ART Supplies

  • Pinterest, Pinterest.com  
  • Artsonia, Artsonia.com  
  • The Getty Institute, getty.edu  
  • WebArt, webart.com  
  • Internet,
  • Virtual Museum Tours
  • Hand-outs  
  • YouTube videos related to art history, artists, or art creation.

Modifications/Accommodations

IEPs

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences)
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

504s

  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.

At-Risk Failure

  • Projects designed so teacher may add or omit criteria based on student need
  • Shortened assignments
  • Extended time allotted for students
  • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their communities
  • Collaborate with after-school programs or clubs to extend learning opportunities and support
  • Various online learning opportunities to reinforce skills based on student needs
  • Provide students multiple choices for how they can represent their understandings
  • Additional time for test preparation
  • Directions written and read/explained thoroughly and in chunks
  • Emphasis on successes
  • Graphic organizers and other organizational aides
  • Student Success Team and implementation of RTI Interventions
  • Set goal plan with reachable goals and pathways and collaboration with parents
  • One-on-one conference with teacher to include feedback on work and progress toward meeting goals

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

HPE.2.1.2.D.CS1 Using personal safety strategies reduces the number of injuries to self and others. MA.2.2.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. HPE.2.1.2.D.1 Identify ways to prevent injuries at home, school, and in the community (e.g., fire safety, poison safety, accident prevention). MA.2.2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. MA.2.2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. LA.2.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. LA.2.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. HPE.2.1.2.A.2 Use correct terminology to identify body parts, and explain how body parts work together to support wellness.

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Unit 1 Overview

Unit one focuses on the Elements of Art: line, shape, color, form, space, value, and texture.


Spend some time reviewing previous elements’ understanding. Focus more time on new elements.

Line  

Shape  

Color  

Form  

Space  

Value  

Texture  

Exit Skills By the end of Unit 1:

All students will demonstrate an understanding of line by:

o Defining what a line is.

o Drawing various types of lines in different directions.  

All students will demonstrate an understanding of shape by:

o Defining what a shape is. o Naming various geometric shapes.

o Drawing various geometric shapes.

o Ability to state the number of sides each shape has.  

All students will demonstrate an understanding of color by:

o Naming the primary colors.

o Naming the secondary colors.

o Locating the colors on the color wheel.

o Using the acronym ROYGBIV to name the colors of the rainbow in order.

o Explain what primary colors are used to create each secondary color.  

All students will demonstrate an understanding of form by:

o Defining what a form is.

o Naming various forms.

o Drawing various forms.

o Ability to state the difference between a shape and a form.  

All students will demonstrate an understanding of space by:

o Defining what space is in art.

o Knowing the difference between positive and negative space.

o Using the space allotted appropriately.  

All students will demonstrate an understanding of value by:

o Defining what value is in art.

o Explaining various ways you can achieve different values.

o Explaining what a tint or shade is.  

All students will demonstrate an understanding of texture by:

o Defining what texture means.

o Explaining that texture can be understood through vision, not only touch.

o Drawing various types of texture.

Enduring Understanding  

Essential Questions  

Learning Objectives

After completing the elements of art students will be able to:

Unit 2 Overview (8 Weeks)

Unit two focuses on color theory


Exit Skills By the end of Unit 2:  

All students will demonstrate an understanding of color theory by:

o Naming the primary colors.

o Naming the secondary colors.

o Locating the colors on the color wheel.

o Using the acronym ROYGBIV to name the colors of the rainbow in order.

o Explain what primary colors are used to create each secondary color.

o Naming and understanding how to create the tertiary colors.

o Locating where the tertiary colors belong in the color wheel.

o Naming the complimentary colors.

o Knowing the placement of complimentary colors on the color wheel.

o Pairing the correct color with its pair. Ie: Red’s complimentary color is…?

Enduring Understanding  

Essential Questions  

Learning Objectives

After completing color theory students will be able to:

Unit 3 Overview (8 Weeks)

Unit three focuses on drawing and painting.


 New information will build upon areas already learned.  

Exit Skills

By the end of Unit 3:  

All students will demonstrate an understanding of drawing and painting by:

o Using their previous knowledge to draw a portrait.

o Selecting the appropriate tools for painting the portrait drawing.

o Applying paint to their portrait in a manner that conveys their understanding of color theory.

o Using value and their previous knowledge of light sources to create depth in their portrait.

Enduring Understanding  

Essential Questions  

Learning Objectives

After completing drawing and painting students will be able to:

Unit 4 Overview (8 Weeks)

Unit four focuses on sculpture.  


Exit Skills

By the end of Unit 4:  

All students will demonstrate an understanding of sculpture by:

o Defining what a sculpture is.

o Being able to describe the difference between two-dimensional and three-dimensional art.

o Using techniques learned to work with a new medium.

o Creating a sculpture.

o Adding color to their sculpture.

Enduring Understanding  

Essential Questions  

Learning Objectives

After completing sculpture students will be able to:

Unit 5 Overview

Unit five focuses on the art of printmaking.


 

Exit Skills By the end of Unit 5:  

All students will demonstrate an understanding of printmaking by:

o Explaining what printmaking is.

o Describing the difference between prints and a plate.

o Demonstrating the ability to create a plate, ink the plate, and produce a print.

o Properly signing and numbering their print(s)

Enduring Understanding  

Essential Questions  

Learning Objectives

After completing printmaking students will be able to:

                                                                                                       

 Grade 2