Florence School District One Curriculum Alignment Document
Subject /Course: Visual Arts
Content Standard 1: Understanding and Applying Media, Techniques, and Processes
Targeted Standards
(State Standards)
Identify differences among
media, techniques, and
processes used in the visual
arts.
Use a variety of media,
techniques, and processes
to communicate ideas,
experiences, and stories
through their artworks.
Use art materials and tools
in a safe and responsible
manner.
District Standards
(District Objectives)
The student will be able to:
Identify differences among media,
techniques, and processes used in the
visual arts.
Grade Level: 2
Recommended
Best Practices
 Discussion & analysis
Assessment
Items
Checklist
Informal
observation
Benchmark
Checklist
Use a variety of techniques including
drawing, painting, coloring, gluing,
cutting, creating a collage,
sculpting/modeling, constructing,
printmaking, jewelry making, weaving.
 Drawing
 Collage
 Sculpture
 3 D construction
 Weaving
 Jewelry- Beads out of clay
 Painting
 Printmaking on cloth or paper
with found objects
Use a variety of media including paper,
pencil, crayon, chalk, paint, glue, clay,
fiber, and found objects to produce an
original artwork using the elements and
principles of design.
 Drawing
 Collage
 Texture rubbing
 Sculpture
 Painting
 Weaving
Checklist
Demonstrate the ability to correctly use
the following tools/equipment: pencil,
scissors, paintbrush, found objects, and
rulers.
 Simple demonstration
Checklist
Informal
observation
Informal
observation
Informal
observation
1
Content Standard 2: Using Knowledge of Structures and Functions; Elements and Principles of Design
Targeted Standards (State
Standards)
Identify elements and
principles of design that are
found in nature and those
that have been created by
human beings.
District Standards
(District Objectives)
The student will be able to:
Identify and produce secondary
colors.
Use various elements and
principles of design to
communicate ideas through
their artworks.
Identify more complex geometric
shapes and introduce non-geometric
shapes.
Recommended
Best Practices
 Guided demonstrations and discussions
Example: Students find examples secondary
colors and primary colors in collages by Matisse
(Beasts of the Sea) and Bearden (Sheba)
 Activities with manipulatives and various art
materials
Example: Students use tempera to paint the
primary colors on small rectangles of paper and
mix the primary colors to create the secondary
colors on other rectangles of paper. They label
each rectangle and identify the composition of
the secondary colors.
Example: Students are given the three primary
colors in crayons or paint. They are to create an
artwork that includes all three secondary colors.
The secondary colors will have to be mixed
because they only have primary colors.
 Guided demonstrations, analysis and
discussions
 Activities with manipulatives and various art
materials
Assessment
Items
Checklist
Informal
observation
Benchmark
Checklist
Informal
observation
Benchmark
2
Content Standard 2: Using Knowledge of Structures and Functions; Elements and Principles of Design
(Continued)
Targeted Standards (State
District Standards
Recommended
Standards)
(District Objectives)
Best Practices
The student will be able to:
 Guided demonstrations, analysis and
Identify elements and
Recognize the directional lines and
discussions
principles of design that are classify them by name (horizontal
 Activities with manipulatives and various art
found in nature and those
lines, vertical lines, and diagonal
materials
that have been created by
lines) and demonstrate their use in an Example: Find directional lines on African
human beings.
original artwork.
Adinkra cloth, masks, architecture, and in
paintings by Chagall, and Klee.
Example: Use cardboard to print directional
lines on paper or cloth.
Example: Find directional lines on Kente cloth
Use various elements and
from Africa and in fiber art from other cultures.
principles of design to
Create a weaving using paper or other fibers.
communicate ideas through
Example: Sing the following to “Are You
their artworks.
Sleeping” while drawing the directional lines in
the air:
Assessment
Items
Checklist
Informal
observation
Benchmark
“horizontal..,horizontal,..vertical..,vertical….horizontal
vertical. horizontal vertical.diagonal…diagonal…”
Distinguish between light and dark
colors.
 Analysis of artworks
 Various art techniques
Example: Students analyze light and dark colors
in artworks by Beardon, and Matisse and create
a collage with a theme using painted paper
shapes and lines that shows contrast of light and
dark colors.
Checklist
Informal
observation
Benchmark
3
Content Standard 2: Using Knowledge of Structures and Functions; Elements and Principles of Design
(Continued)
Targeted Standards (State
District Standards
Recommended
Standards)
(District Objectives)
Best Practices
The student will be able to:
 Guided demonstrations, analysis
Identify elements and
Identify the horizon line and
and discussions
principles of design that are background in a work of art and
 Guided demonstrations, analysis
found in nature and those
demonstrate their use in original
and discussions
that have been created by
artwork as a way of showing space.
 Activities with manipulatives and
human beings.
various art materials
Example: The teacher leads a discussion while
students observe a variety of photos of outdoor
Use various elements and
scenes in our state and landscape paintings by
principles of design to
various artists on a Power Point. Students point
communicate ideas through
out the horizon line and background in each
their artworks.
slide.
Example: Students paint a background of the sky
meeting the water or the sky meeting the land on
a large mural size piece of paper. Each student
creates a drawings and paintings of different
sizes of people, boats, animals, trees,
architecture and plants. They cut out the
subjects they drew and painted. Students
arrange them on the mural as a way of
demonstrating their knowledge and
understanding of space.
Assessment
Items
Checklist
Informal
observation
Benchmark
4
Content Standard 2: Using Knowledge of Structures and Functions; Elements and Principles of Design
(Continued)
Targeted Standards
District Standards
Recommended
(State Standards)
(District Objectives)
Best Practices
The student will be able to:
Identify elements and
 Guided demonstrations, analysis and
principles of design that are Identify complex geometric forms
discussions
found in nature and those
(rectangular prism, square pyramid,
 Activities with manipulatives and various
that have been created by
hemisphere, triangular pyramid,
art materials
human beings.
ellipsoid) and demonstrate the use of
Example: Students identify forms found on
complex and basic geometric forms
Native American and African trade bead
(cube, sphere, cone) in an original
necklaces. Students use Crayola Air Dry clay
Use various elements and
artwork.
and create beads in geometric forms.
principles of design to
Example: Students create paper forms from file
communicate ideas through
folders or construction paper and create
their artworks.
Nevelson like constructions.
Example: Students create a sculpture using
geometric forms that they form from clay or
construct wood scraps, or found objects.
Students will discuss the use of
harmony and unity while viewing
different artworks.

Students will be introduced to harmony
and unity while discussing and analyzing
different artworks.
Assessment
Items
Checklist
Informal
observation
Benchmark
Informal
observation
5
Content Standard 2: Using Knowledge of Structures and Functions; Elements and Principles of Design
(Continued)
Targeted Standards
District Standards
Recommended
(State Standards)
(District Objectives)
Best Practices
The student will be able to:
Identify elements and
 Guided demonstrations, analysis and
principles of design that are Identify and use large, medium and
discussions
found in nature and those
small shapes in an original artwork.
 Activities with manipulatives and various art
that have been created by
materials
human beings.
Example: Cut out large, medium and small
shapes from painted paper for a collage.
Students should be able to classify the shapes in
their collage by size.
Example: Use large, medium, and small shapes
as part of an original design for a king or
queen’s robe.
Use various elements and
Identify pattern as a repetition of a
 Guided demonstrations, analysis and
principles of design to
single element.
discussions
communicate ideas through
 Activities with manipulatives and various art
their artworks.
materials
Assessment
Items
Checklist
Informal
observation
Benchmark
Checklist
Informal
observation
Benchmark
Identify movement and rhythm with
pattern.
 Guided demonstrations, analysis and
discussions
Informal
observation
Benchmark
Identify emphasis and center of
interest in various artworks.
 Guided demonstrations, analysis and
discussions
Informal
observation
6
Content Standard 2: Using Knowledge of Structures and Functions; Elements and Principles of Design
(Continued)
Targeted Standards
District Standards
Recommended
(State Standards)
(District Objectives)
Best Practices
The student will be able to:
Identify elements and
Describe textures that are natural and  Guided demonstrations, analysis and
principles of design that are manmade in artworks and in the
discussions
found in nature and those
environment.
 Activities with manipulatives and various art
that have been created by
materials
human beings.
Create texture in a 2D artwork.
Example: Students use objects with natural
texture and create textures in an original
artwork like a collage or any other 2D artwork
that is multi-media.
Assessment
Items
Checklist
Informal
observation
Benchmark
Use various elements and
principles of design to
communicate ideas through
their artworks.
7
Content Standard 2: Using Knowledge of Structures and Functions; Elements and Principles of Design
(Continued)
Targeted Standards
District Standards
Recommended
(State Standards)
(District Objectives)
Best Practices
The student will be able to:
Identify contrasts between lines and
 Guided demonstrations and
Identify elements and
shapes. Recognize that contrast can
discussions
principles of design that are also be created by using forms in an
 Manipulative activities
found in nature and those
artwork, and demonstrate its use in
Example: Students use a variety of shapes,
that have been created by
original artworks.
lines, and forms in a collage, sculpture,
human beings.
assemblage, or mask. A great assemblage to
view is “Brilliant as the Sun” by Calvin
Jones. A Calder mobile is another great
source. Matisse collages are great for
viewing to find contrast.
Identify symmetrical balance while
 Guided demonstrations and discussions
analyzing artwork and create artwork
 Activities with manipulatives and
that demonstrates symmetry.
various art materials
Use various elements and
Example: Teacher led discussions of
principles of design to
balance found in various artworks,
communicate ideas through
sculptures by Nevelson and other cultures,
their artworks.
African masks and masks from different
cultures, paintings by Klee, Kandinsky,
Chagall Native American and African
Jewelry, collages by Matisse and Bearden,
and in architecture.
Examples: Students could create
symmetrical balance in a mask or a piece of
jewelry like a trade bead necklace.
Symmetrical balance could be demonstrated
in an architectural drawing.
Example: A sorting game could be made
using miniature reproductions (from
catalogs or purchased miniatures) and
students sort by symmetrical or not .
Assessment
Items
Informal
observation
Checklist
Benchmark
Informal
observation
Checklist
Benchmark
8
Content Standard 2: Using Knowledge of Structures and Functions; Elements and Principles of Design
(Continued)
Targeted Standards
District Standards
Recommended
(State Standards)
(District Objectives)
Best Practices
The student will be able to:
Identify elements and
Create original 3-dimensional artwork.  Mask of paper or papier mache
principles of design that are
 Construction from wood scraps
found in nature and those
 Trade bead necklace from clay
that have been created by
 Found object sculpture
human beings.
Students will discuss the use of
harmony and unity while viewing
different artworks.

Students will be introduced to
harmony and unity while discussing
and analyzing different artworks.
Assessment
Items
Rubric
Checklist
Informal
observation
Informal
observation
Use various elements and
principles of design to
communicate ideas through
their artworks.
9
Content Standard 3: Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas
Targeted Standards
(State Standards)
Create artworks that
express their personal
experiences.
Describe their personal
responses to various
subjects, symbols, and
ideas in artworks.
District Standards
(District Objectives)
The student will be able to:
Compose artworks interpreting one’s
own original ideas, feelings, and
experiences.
Describe verbally how choices of
subject matter communicate effectively
in artwork.
Recommended
Best Practices
Assessment
Items
 After a study of works by
various artists, compose original
artworks.
Examples: After a study of Kandinsky,
students recreate a personal dream (with a
happy, scary, crazy, or sad feeling content
or a fantasy using metallic colored pencils
on black paper.
After a study of Bearden and Matisse,
create a original theme based collage that
interprets their ideas or experiences
Rubric
 Discussion
Informal
observation
Informal
observation
Checklist
10
Content Standard 4: Understanding the Visual Arts in Relation to History and Cultures
Targeted Standards
(State Standards)
Identify specific artworks
and styles as belonging to
particular artists, cultures,
periods, and places.
Identify a variety of
artworks, artists, and visual
arts materials that exist in
their community.
District Standards
(District Objectives)
The student will be able to:
Identify and analyze images, symbols,
motifs, functions, and themes in
artworks of artists, cultures, times and
places including those of Africa, the
Native Americans, and Australia.
Describe characteristics of artworks by
Modern artists such as Kandinsky,
Klee, Chagall, Nevelson, Matisse, and
Beardon.
Describe and analyze various types of
architecture in the community and
from other cultures, times and places.
Recommended
Best Practices
Assessment
Items
 Discussion & analysis of
artworks/ artifacts/ etc.
Example: Compare the use of masks from
Africa with the function of masks in the
United States and other parts of the world.
Example: Compare the themes and stories
found in artworks from Australia with
artworks by African and Native American
artists. (A common theme or motif might be
something as basic
as animals or mythological creatures.
Example: Analyze cloth from the continent
of Africa like Adinkra Cloth and Kente
Cloth for symbols.
Informal
observation
 Discussion & analysis
Informal
observation
 Discussion & analysis
Informal
observation
Checklist
11
Content Standard 5: Reflecting upon and Assessing the Merits of Their Work and the Work of Others
Targeted Standards (State
Standards)
Identify various purposes
for creating artworks.
Compare and contrast the
expressive qualities in
nature with those found in
artworks.
District Standards
(District Objectives)
The student will be able to:
Analyze artworks from various
cultures, times, and places and explain
why the artworks were produced, (e.g.,
communication of an idea or feeling,
record of history, or utilitarian).
Examine realistic works of art and
decide why so many artists try to make
things look real.
Describe an artwork and interpret what
an artist is trying to convey.
Recommended
Best Practices
Assessment
Items
 Discussion & analysis of
artworks/ artifacts/ etc.
Informal
observation
 Discussion & analysis of
artworks/ artifacts/ etc.
Informal
observation
 Discussion & analysis of
artworks/ artifacts/ etc.
Informal
observation
Analyze a painting or sculpture and
determine what is happening.
 Discussion & analysis of
artworks/ artifacts/ etc.
Informal
observation
Express how different types of
artworks show that one can find art in
everyday life.
Compare and contrast the expressive
qualities in nature with those found in
artworks.
 Discussion & analysis of
artworks/ artifacts/ etc.
Informal
observation
 Discussion & analysis of
artworks/ artifacts/ etc.
Informal
observation
12
Content Standard 6: Making Connections Between the Visual Arts and Other Disciplines
Targeted Standards
(State Standards)
Distinguish between
utilitarian and nonutilitarian art.
District Standards
(District Objectives)
The student will be able to:
Analyze artworks and artifacts and
explain why they are utilitarian or nonutilitarian.
Recommended
Best Practices
 Discussion & analysis of
artworks/ artifacts/ etc.
Assessment
Items
Informal
observation
Checklist
Benchmark
Identify connections
between the visual arts and
content areas across the
curriculum.
Describe orally the arts of storytelling
and visual art through various works of
art.
Recognize career fields in art such as
architecture, industrial design, jewelry,
pottery, fiber art, fashion
design, computer graphics, etc.
Use rulers to measure and draw lines
correctly.
 Discussion & analysis of
artworks/ artifacts/ etc.
Informal
observation
 Discussion & analysis of
artworks/ artifacts/ etc.
Informal
observation
 Weaving
 Drawing
Informal
observation
Checklist
Describe orally how their experience of
hearing music while painting might
show how a visual artist may use music
to stimulate his/her works.
Informal
 Discussion & analysis
observation
Example: After teacher led discussion of
Kandinsky and how his work was inspired
by musical compositions, students will listen Checklist
to various types of music and paint or draw
using the music as stimulation for their own
artwork.
13