Courses of Study

Creating
Investigate, Plan, Make
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 6
Learning Activities: 2
Classroom Resources: 4
1) Brainstorm collaboratively to create a work of art.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Create two-dimensional artworks such as drawing or painting by using a variety of media.
  • Use the book, The Goat in the Rug by Charles L.
    • Blood & Martin Link to learn about weaving.
  • Use clay or pipe cleaners to create small animal sculptures.
  • Work in groups to brainstorm ideas for a collaborative art project.
  • Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions.
  • Use the book A House for Hermit Crab by Eric Carle to explore collage techniques.
  • Create a real or imagined home using two-and-three-dimensional media.
  • Learn how to properly use and store brushes, close glue bottles and marker tops.
  • Use found objects such as leaves, rocks, paper tubes, egg cartons, etc.
    • to create artworks.
  • Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values.
  • Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 30
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 28
2) Explore personal interests and curiosities with a range of art materials.

a. Create two-dimensional art.

Examples: Paper-weaving, drawing, and resist painting.

Use book about weaving, The Goat in the Rug by Charles L. Blood & Martin Link.

b. Create three-dimensional art.

Examples: Clay animals and pipe cleaner sculptures.

Use a book about clay, When Clay Sings by Byrd Baylor.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Create two-dimensional artworks such as drawing or painting by using a variety of media.
  • Use the book, The Goat in the Rug by Charles L.
    • Blood & Martin Link to learn about weaving.
  • Use clay or pipe cleaners to create small animal sculptures.
  • Work in groups to brainstorm ideas for a collaborative art project.
  • Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions.
  • Use the book A House for Hermit Crab by Eric Carle to explore collage techniques.
  • Create a real or imagined home using two-and-three-dimensional media.
  • Learn how to properly use and store brushes, close glue bottles and marker tops.
  • Use found objects such as leaves, rocks, paper tubes, egg cartons, etc.
    • to create artworks.
  • Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values.
  • Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 18
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 16
3) Extend skills by individually following sequential steps to create works of art on subjects that are real or imaginary.

Example: Use the book A House for Hermit Crab by Eric Carle.
Create a real or imagined home.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Create two-dimensional artworks such as drawing or painting by using a variety of media.
  • Use the book, The Goat in the Rug by Charles L.
    • Blood & Martin Link to learn about weaving.
  • Use clay or pipe cleaners to create small animal sculptures.
  • Work in groups to brainstorm ideas for a collaborative art project.
  • Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions.
  • Use the book A House for Hermit Crab by Eric Carle to explore collage techniques.
  • Create a real or imagined home using two-and-three-dimensional media.
  • Learn how to properly use and store brushes, close glue bottles and marker tops.
  • Use found objects such as leaves, rocks, paper tubes, egg cartons, etc.
    • to create artworks.
  • Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values.
  • Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 1
Classroom Resources: 1
4) Demonstrate safe and proper procedures for cleaning, utilizing, and maintaining materials, tools, and equipment while making art.

Examples: properly using brushes, closing glue bottles and marker tops.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
EQ: How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Create two-dimensional artworks such as drawing or painting by using a variety of media.
  • Use the book, The Goat in the Rug by Charles L.
    • Blood & Martin Link to learn about weaving.
  • Use clay or pipe cleaners to create small animal sculptures.
  • Work in groups to brainstorm ideas for a collaborative art project.
  • Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions.
  • Use the book A House for Hermit Crab by Eric Carle to explore collage techniques.
  • Create a real or imagined home using two-and-three-dimensional media.
  • Learn how to properly use and store brushes, close glue bottles and marker tops.
  • Use found objects such as leaves, rocks, paper tubes, egg cartons, etc.
    • to create artworks.
  • Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values.
  • Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.
Reflect, Refine, Continue
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 6
Learning Activities: 3
Classroom Resources: 3
5) Create an artwork using found and/or recycled objects.

Examples: Use objects such as leaves, rocks, paper tubes, egg cartons, etc.
Use book A Day with No Crayons by Elizabeth Rusch.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Create two-dimensional artworks such as drawing or painting by using a variety of media.
  • Use the book, The Goat in the Rug by Charles L.
    • Blood & Martin Link to learn about weaving.
  • Use clay or pipe cleaners to create small animal sculptures.
  • Work in groups to brainstorm ideas for a collaborative art project.
  • Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions.
  • Use the book A House for Hermit Crab by Eric Carle to explore collage techniques.
  • Create a real or imagined home using two-and-three-dimensional media.
  • Learn how to properly use and store brushes, close glue bottles and marker tops.
  • Use found objects such as leaves, rocks, paper tubes, egg cartons, etc.
    • to create artworks.
  • Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values.
  • Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 8
Learning Activities: 1
Classroom Resources: 7
6) Integrate art vocabulary while planning and creating art.

a. Elements of art: line, shape, neutral colors, value, texture.

b. Picture compositions: overlapping, background, horizontal, vertical orientation.

c. Colors in the color wheel: primary, secondary, warm and cool.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
EQ: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Create two-dimensional artworks such as drawing or painting by using a variety of media.
  • Use the book, The Goat in the Rug by Charles L.
    • Blood & Martin Link to learn about weaving.
  • Use clay or pipe cleaners to create small animal sculptures.
  • Work in groups to brainstorm ideas for a collaborative art project.
  • Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions.
  • Use the book A House for Hermit Crab by Eric Carle to explore collage techniques.
  • Create a real or imagined home using two-and-three-dimensional media.
  • Learn how to properly use and store brushes, close glue bottles and marker tops.
  • Use found objects such as leaves, rocks, paper tubes, egg cartons, etc.
    • to create artworks.
  • Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values.
  • Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.
Presenting
Select, Analyze, Share
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 2
Learning Activities: 1
Classroom Resources: 1
7) Collaborate on ways to publicly display artwork based on a theme or concept.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects, artifacts, and artworks for preservation and presentation.
EQ: How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Take part in the setup of a theme-specific display.
  • Glue artwork on larger paper or mat board to create a finished look.
  • Create a name card for artwork.
  • Prepare artwork for final display by selecting from pre-made supplies, such as different colors of paper or matting that have been cut to size and different choices of labels that have been printed.
  • Look at examples of public sculptures, murals, and buildings from the surrounding community and discuss the benefits of art to the people who live there.
  • Create a community art map showing the placement of publicly displayed artwork in one's own community.
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
8) Explore a variety of ways to prepare artwork for presentation.

Examples: gluing artwork on construction paper, creating a name card

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists, curators, and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.
EQ: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Take part in the setup of a theme-specific display.
  • Glue artwork on larger paper or mat board to create a finished look.
  • Create a name card for artwork.
  • Prepare artwork for final display by selecting from pre-made supplies, such as different colors of paper or matting that have been cut to size and different choices of labels that have been printed.
  • Look at examples of public sculptures, murals, and buildings from the surrounding community and discuss the benefits of art to the people who live there.
  • Create a community art map showing the placement of publicly displayed artwork in one's own community.
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 0
9) Discuss how art exhibited inside and outside of schools contributes to communities.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
EQ: What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Take part in the setup of a theme-specific display.
  • Glue artwork on larger paper or mat board to create a finished look.
  • Create a name card for artwork.
  • Prepare artwork for final display by selecting from pre-made supplies, such as different colors of paper or matting that have been cut to size and different choices of labels that have been printed.
  • Look at examples of public sculptures, murals, and buildings from the surrounding community and discuss the benefits of art to the people who live there.
  • Create a community art map showing the placement of publicly displayed artwork in one's own community.
Responding
Perceive, Analyze, Interpret
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 1
Classroom Resources: 1
10) Perceive and describe characteristics of natural and man-made environments.

Example: Compare lines on a seashell to lines made by fence posts.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
EQ: How do life experiences the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Compare lines on a seashell to lines made by fence posts.
  • Discuss how artists make choices that communicate ideas in works of art.
  • Discuss how artists use familiar symbols to express and create artwork.
  • Discuss how the artistic process can lead to "happy accidents" discovering something new.
  • Use basic self-assessment strategies to improve their artworks.
  • Discuss the difference between assessing the quality of an artwork and personal preference for the work.
  • Talk about color qualities and composition in Pablo Picasso's The Old Guitarist.
  • Discuss and recognize how artists use different materials and processes to create art.
  • Recognize patterns and textures that can be found in many places in and around the school and community.
  • Use statements that include artistic terminology such as, "I know the texture of the cat is soft from the pencil marks I see."
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 1
Classroom Resources: 1
11) Categorize images based on expressive properties.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Visual imagery influences understanding of and responses to the world.
EQ: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Compare lines on a seashell to lines made by fence posts.
  • Discuss how artists make choices that communicate ideas in works of art.
  • Discuss how artists use familiar symbols to express and create artwork.
  • Discuss how the artistic process can lead to "happy accidents" discovering something new.
  • Use basic self-assessment strategies to improve their artworks.
  • Discuss the difference between assessing the quality of an artwork and personal preference for the work.
  • Talk about color qualities and composition in Pablo Picasso's The Old Guitarist.
  • Discuss and recognize how artists use different materials and processes to create art.
  • Recognize patterns and textures that can be found in many places in and around the school and community.
  • Use statements that include artistic terminology such as, "I know the texture of the cat is soft from the pencil marks I see."
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 7
Learning Activities: 1
Classroom Resources: 6
12) Interpret art by identifying the mood or feeling suggested by a work of art through subject matter and visual qualities.

Examples: Talk about color qualities and composition in Pablo Picasso's The Old Guitarist.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Compare lines on a seashell to lines made by fence posts.
  • Discuss how artists make choices that communicate ideas in works of art.
  • Discuss how artists use familiar symbols to express and create artwork.
  • Discuss how the artistic process can lead to "happy accidents" discovering something new.
  • Use basic self-assessment strategies to improve their artworks.
  • Discuss the difference between assessing the quality of an artwork and personal preference for the work.
  • Talk about color qualities and composition in Pablo Picasso's The Old Guitarist.
  • Discuss and recognize how artists use different materials and processes to create art.
  • Recognize patterns and textures that can be found in many places in and around the school and community.
  • Use statements that include artistic terminology such as, "I know the texture of the cat is soft from the pencil marks I see."
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 1
Classroom Resources: 1
13) Use learned art vocabulary to express preferences about artwork.

Example: Use statements as, "I know the texture of the cat is soft from the pencil marks."

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People evaluate art based on various criteria.
EQ: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Compare lines on a seashell to lines made by fence posts.
  • Discuss how artists make choices that communicate ideas in works of art.
  • Discuss how artists use familiar symbols to express and create artwork.
  • Discuss how the artistic process can lead to "happy accidents" discovering something new.
  • Use basic self-assessment strategies to improve their artworks.
  • Discuss the difference between assessing the quality of an artwork and personal preference for the work.
  • Talk about color qualities and composition in Pablo Picasso's The Old Guitarist.
  • Discuss and recognize how artists use different materials and processes to create art.
  • Recognize patterns and textures that can be found in many places in and around the school and community.
  • Use statements that include artistic terminology such as, "I know the texture of the cat is soft from the pencil marks I see."
Connecting
Interpret
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 7
Classroom Resources: 7
14) Create works of art about events in home, school, or community life.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Interpret
Essential Questions:
EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Students compare, contrast and discuss how art can reflect artists' personal experiences or interests.
  • Compare materials and techniques in works of art using descriptive language.
  • Identify and share the uses of visual arts outside the classroom.
  • Teacher provides a diverse selection of artworks that represents different times and places for student viewing and discusses subject matter with students.
  • Recognize and respect cultural differences in works of art.
  • Compare and contrast Australian Aboriginal dot painting and Plains Indians pictographs.
Synthesize
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
15) Compare and contrast cultural uses of artwork from different times and places.

Example: Australian Aboriginal dot paintings and Plains Indians pictographs.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Synthesize
Essential Questions:
EU: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
EQ: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Students compare, contrast and discuss how art can reflect artists' personal experiences or interests.
  • Compare materials and techniques in works of art using descriptive language.
  • Identify and share the uses of visual arts outside the classroom.
  • Teacher provides a diverse selection of artworks that represents different times and places for student viewing and discusses subject matter with students.
  • Recognize and respect cultural differences in works of art.
  • Compare and contrast Australian Aboriginal dot painting and Plains Indians pictographs.