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Visual Arts Curriculum Guide
It is the mission of the Elkhart Community Schools Visual Arts programs to enable students to be proficient and expressive creators, to be able to decipher and understand images, and to instill an everlasting appreciation and support for the visual arts.
the ultimate goal of our art program is to teach students to be literate in the visual arts. We believe
We believe
Therefore, the curriculum teaches communication skills through self-expression, inquiry, unique problem solving, and self direction. it is imperative student will be able to respond to visual signals, relate to their communities, and most importantly nourish their creative needs both intrinsically and intelligently.

The visual arts proficiencies should provide:
1.
The attainment of the art academic standards.
2.
The appreciation of the visual arts.
3.
The value of art aesthetics.
4.
The need to support local art communities.
5.
The understanding of art history and culture.
6.
The ability to intelligently talk about and critique personal art and that of others
7.
The ability to intentionally and creatively solve problems.
8.
The ability to develop personal potential.
9.
The ability to thoughtfully communicate.

Curriculum and Instruction:
John Hill, Director
Dave Benak, Supervisor
H. Marie Doyle, Supervisor
Bradley Sheppard, Supervisor
Philosophy and Goals:
Candice Clarke
Tom Grove
Tara Mix
Susan Platt
Ceramics I-IV
Janet Kronewitter-Leedy
Cynthia Marks
Media Arts I-IV
Amber Kosar
Matt Hartman
Tom Grove
Drawing I-IV
Candice Clarke
Steve Hentsch
Visual Communication I-IV
Amber Kosar
Christine Wolfe
High School
Painting I-IV
Candice Clarke
Betsy Stamp
Honors Art 9-10
Matt Hartman
Janet Kronewitter-Leedy
Tom Grove
Sculpture I-IV
Kevin Hartman
Introduction to Art
Kevin Hartman
Amber Kosar
Cynthia Marks

K-6 Elementary Art
Gary Bennett
Eric Berger
Kathy Easterly
Bonnie Elder
Tara Mix
Amy Prince
Elementary and Middle School
Middle School Art
Kathryn Freehafer
Jodi Oldfather
Susan Platt
Elizabeth Sokolowski
Megan Woods

From Indiana’s Academic Standards for Visual Arts
Quality art education offers a balance between creating art and responding to art. The components of a quality art education feature these content areas and activities:
History: Students engage in research and inquiry into the historical, social and cultural contexts of art. Through inquiry into art history, students investigate works of art to determine their origins, histories, and meaning, thus acquiring a sense of world civilizations.
Criticism: Students understand and engage in critical inquiry in order to determine meaning in their work and the works of others.
Through critical inquiry students increase their understanding and appreciation of art and its role in society. They develop the visual sensitivity and critical judgment needed to participate in a visually dominant society and to objectively evaluate persuasive visual images.
Aesthetics: Students raise and discuss questions concerning the nature, meaning, and value of art. Through aesthetic inquiry students practice the intrapersonal skills of reflection, reasoning, and logic.
Production: Students respond to observations, feelings, ideas, and other experiences by creating works of art through skillful, thoughtful, and imaginative application of media, tools, techniques, and processes. Through studio activities students discover, experiment, and use problem solving skills to express their values and feelings.
Careers & Community: Students identify methods for connecting artistic concepts, processes and skills to careers in art. Students learn to recognize the role of art in society and begin to identify their responsibility for supporting the artistic heritage of their community.
Integrated Studies: Students make connections between art and other disciplines. They create integrated works utilizing the symbol systems (or sign systems) of different disciplines, and thereby enhance communication. By studying a theme through multiple disciplines, students realize the impact of art upon other disciplines and how the sign systems of various disciplines provide a unique understanding of the world.

Grades: K-6
Course Description:
Visual Arts at the elementary level is a part of the total educational experience of every child in Elkhart Community Schools. The students participate in a variety of mediums including drawing, painting, and ceramics. As students progress, they are taught art fundamentals and skills that enable them to show proficiency in the four disciplines of visual art – history, aesthetics, production, and criticism. The elementary visual arts specialists provide a core of artistic skills and concepts and assist the classroom teacher in using visual arts as an integrated activity in other disciplines by providing them with guidance and appropriate supplementary materials.
The curriculum is structured to provide students with an enjoyable experience so visual arts will always have a pleasant connotation to the learner.
Course Objectives:
Elementary Visual Arts students will:
1.
Demonstrate knowledge of the elements and principles of visual art.
2.
Develop an appreciation of aesthetics in visual arts.
3.
Utilize critical thinking skills to judge works of art.
4.
Relate the historical aspects of visual arts in a myriad of facets.

Grade 2
The Standards and Power Indicators
Power Indicators are Highlighted in Bold
Standard 1 – Responding to Art: History
Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
2.1.1
2.1.2
Identify connections between works of art and artifacts and the culture from which they originated.
Identify works of art and artifacts used in celebrations, festivals, and customs from selected cultures and describe their function.
Identify similar subject matter in works of art from various cultures and time-periods.
2.1.3
Standard 2 – Responding to Art: History
Students recognize significant works of Western and non-Western art and understand the chronological development of art movements.
2.2.1
2.2.2
2.2.3
Identify the artists of selected works of art.
Distinguish between realistic and non-objective works of art.
Identify common themes and subject matter in works of art and artifacts from various cultures.
Standard 3 – Responding to Art: Criticism
Students describe, analyze, and interpret works of art and artifacts.
2.3.1
2.3.2
Describe sensory, formal, technical, and expressive properties in works of art.
Speculate on meaning in works of art based on personal response, properties in the work, and background information.
2.3.3 Use appropriate art vocabulary.
Standard 4 – Responding to Art: Criticism
Students identify and apply criteria to make informed judgments about art.
2.4.1 Listen to a critic speak about art and identify his or her point of view.
Standard 5 – Responding to Art: Aesthetics
Students reflect on and discuss the nature of art and aesthetic issues concerning the meaning and significance of art.
2.5.1
2.5.2
Construct personal meaning through critical inquiry into a work of art and listen to alternative responses to others.
Identify and discuss major questions about the nature of art; such as, is all art beautiful? What is beauty? Can art be machine-made? Does art always reflect feelings or mood?

Standard 6 – Responding to Art: Aesthetics
Students theorize about art and make informed judgments.
2.6.1
2.6.2
Identify works of art made from the philosophy that art is best when it shows the organization of elements (formalism).
Reflect on personal response when determining preference.
Standard 7 – Creating Art: Production
Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.
2.7.1
2.7.2
2.7.3
Reflect on personal response when determining preference.
Create artwork about self, family, pets, and personal experiences.
Create and use symbols in their work to communicate meaning.
Standard 8 – Creating Art: Production
Students understand and apply elements and principles of design effectively in their work.
2.8.1
2.8.2
Identify and apply elements (line, shape, form, texture, and color) and principles (repetition, variety, rhythm, proportion) in their work.
Discriminate between types of shape (geometric and organic), colors (primary and secondary), lines (characteristics and qualities), textures (tactile and visual), and space (placement/overlapping/negative/positive/size), in their work and the works of others.
Standard 9 – Creating Art: Production
Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.
2.9.1
2.9.2
Identify visual characteristics of a medium (see below).
Identify and use media, techniques, and processes to effectively communicate ideas, experiences, and stories including:
DRAWING:
Media: pencils, markers, chalks, crayons,, oil pastels
Processes: contour line, rendering, sketching
PAINTING:
Media: tempera, watercolor, watercolor crayons; variety of brushes and paint applicators
Processes: wet-on-wet, wet-on-dry, sponge, wash, resist
PRINTMAKING:
Media: found objects, printing ink, styrofoam, stencil
Processes: stamping, monoprint, rubbings, stenciling, relief

CERAMICS:
Media: modeling clay, clay substitutes, glazes, stains, paint
Processes: pinch and pulled forms, slab, coil, surface decoration techniques
SCULPTURE/ARCHITECTURE/JEWELRY:
Media: paper, papier-mâché, clay, cardboard, wood, paper, foil, found objects, beads, wire, foam
Processes: carving, additive, subtractive, modeling, constructing
FIBERS:
Media: cloth, yarn, ribbon,, found objects
Processes: pulling threads, weaving, stitchery, tying, and wrapping techniques
MIXED MEDIA:
Media: tissue, photos, found objects, foil, fiber, paint,, paper
Processes: collage, bas-relief
NEW MEDIA:
Media: computer, interactive computer programs,, photography, film
Demonstrate safe and proper use, care, and storage of media, materials, and equipment.
2.9.3
Standard 10 – Creating Art: Production
Students reflect on, revise, and refine work using problem solving and critical thinking skills.
2.10.1
2.10.2
Demonstrate evidence of reflection and care in completion of work.
Identify and apply assessment criteria for studio work such as craftsmanship, control of media, and communication of ideas.
Demonstrate respect for their work and the work of others.
2.10.3
Standard 11 – Careers and Community
Students recognize a variety of art-related professions and careers in our society.
2.11.1 Identify the roles of artists, docents, and guards at museums and galleries.
Standard 12 – Careers and Community
Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.
2.12.1
2.12.2
Locate and discuss art in the local community such as town monuments, unique architecture, stained glass, paintings, and murals.
Visit local museums, exhibits, and experience visiting artists in the school.

Standard 13 – Integrated Studies
Students identify and make connections between knowledge and skill in art and all other subject areas such as humanities, sciences, and technology.
2.13.1
2.13.2
Identify similarities and connections between concepts and subject matter of visual art and other disciplines.
Demonstrate the ability to create a work of art utilizing concepts, subject matter, or the sign systems (such as words or numbers) of another discipline.
Standard 14 – Integrated Studies
Students understand the integrative nature of art forms including dance, theater, music, visual arts, and media art.
2.14.1
2.14.2
Identify similarities and connections between concepts and subject matter of visual art and other art forms (dance, theater, or music).
Demonstrate ability to create an integrated work utilizing concepts, subject matter, and sign systems (image, movement, sound, or words) of art and another art form.
Power Indicators are always subject to revision and improvement. They are not to be considered static or established for ever. Updated Spring 2007

2.1.1
GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
RESPONDING TO ART: HISTORY
Standard 1: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
Indicator
Identify connections between works of art and artifacts and the culture from which they originated.
Example
Henri Moore’s Family Group
Artist Unknown Indonesian
Shadow Puppet
Vigil Family’s
Pueblo Scene:
Corn Dancers and Church
Jacob Lawrence’s
Street Scene
Patrick DesJerlait’s Gathering
Wild Rice
Student Work
Instruction/Assessment
Compare and contrast different cultures
Examine and discuss different types of society shown in different works
Form conclusions from analyzing different works of art
Students progressively learn to experiment with art materials in order to understand properties and develop manipulative skills and in order to express individual ideas, thoughts, and feelings in a simple media
Resource
SRA Art Connections
Textbook www.library.thinkquest.org www.civilization.com
SRA Artist Profiles
Reinhold Visuals
School Arts
Art Connections, SRA McGraw-Hill, 2005.
Page 1
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

2.1.2
GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
RESPONDING TO ART: HISTORY
Standard 1: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
Indicator
Identify works of art and artifacts used in celebrations, festivals, and customs from selected cultures and describe their function.
Example
Artist Unknown Delaware
Shoulder Bag
Artist Unknown Map Quilt
Thomas Hart Benton’s
Country
Dance
William H. Johnson’s
Jitterbugs (II)
Instruction/Assessment
Participate in art activities for
Cinco de Mayo, Day of the
Dead, Black history Month, and Chinese New Year
Class discussion after analyzing works of art
Resource
Reinhold Visuals
Schools Art
SRA Art Connections
Textbook
Community Celebrations
Art Connections, SRA McGraw-Hill, 2005.
Page 2
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

2.1.3
GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
RESPONDING TO ART: HISTORY
Standard 1: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
Indicator
Identify similar subject matter in works of art from various cultures and time-periods.
Example
Edgar Degas’ Ballet Scene
Thomas Hart Benton’s
Country
Dance
William H. Johnson’s
Jitterbugs (II)
Vigil Family’s
Pueblo Scene:
Corn Dancers and Church
Lorenzo Scott’s
Ballet Dancers
Instruction/Assessment
Compare and Contrast different works of art
Resource
SRA Art Connections
Textbook
Art Connections, SRA McGraw-Hill, 2005.
Page 3
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

2.2.1
GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
RESPONDING TO ART: HISTORY
Standard 2: Students recognize significant works of Western and non-Western art and understand the chronological development of art movements.
Indicator
Identify the artists of selected works of art.
Example
Vincent Van Gogh’s The
Starry Night
Claude Monet’s
Palazzo da
Mula, Venice
Georgia O’Keeffe’s
The Red
Poppy
William H. Johnson’s
Jitterbugs (II)
Grandma Moses’
Grand
Skating
Instruction/Assessment
Identify specific styles of different artists work
Discuss artist characteristics
Mimic specific artist styles
Resource
SRA Art Connections
Textbook
Masterpiece Coloring Book
Individual artist prints
Art Connections, SRA McGraw-Hill, 2005.
Page 4
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

2.2.2
GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
RESPONDING TO ART: HISTORY
Standard 2: Students recognize significant works of Western and non-Western art and understand the chronological development of art movements.
Indicator
Distinguish between realistic and nonobjective works of art.
Example
Compare and contrast realistic versus abstract pieces of artwork
Kandinsky versus Edward
Hopper
Robert Delaunay’s
Simultaneous Contrasts: Sun and Moon versus Beatrice
Whitney’s Van Ness Summer’s
Sunlight
Instruction/Assessment
Compare and contrast realistic versus abstract pieces of artwork
Discuss similarities and differences
Resource
SRA Art Connections
Textbooks
Artist Prints
Art Connections, SRA McGraw-Hill, 2005.
Page 5
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

2.2.3
GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
RESPONDING TO ART: HISTORY
Standard 2: Students recognize significant works of Western and non-Western art and understand the chronological development of art movements.
Indicator
Identify common themes and subject matter in works of art and artifacts from various cultures.
Example
Color and Line:
David Hockney’s
Garrowby
Hill
Yvonne Jacquette’s
Town of
Skowhegan, Maine
Ivan Eyre’s
Valleyridge
Instruction/Assessment
Analyze commonalities between different works of art
Discuss certain elements and principles used in a variety of artworks
Resource
SRA Art Connections
Textbooks
Artist Prints
Internet Resources
Art Connections, SRA McGraw-Hill, 2005.
Page 6
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
RESPONDING TO ART: CRITICISM
Standard 3: Students describe, analyze, and interpret works of art and artifacts.
Indicator Example Instruction/Assessment
2.3.1 Describe sensory, formal, technical, and expressive properties in
Wilhelm Schimmel’s
Eagle
Taqialuk Nuna’s
Large
Polar bears
Verbally analyze expressive properties in a variety of works works of art.
and Cubs
William H. McCloskey’s
Wrapped Oranges
John Bell’s
Figure of a Lion of art
Evaluate different uses of the elements and principles of art
Resource
SRA Art Connections
Textbooks
Midwest Museum of American
Art- Sensory/Textile Center
Art Connections, SRA McGraw-Hill, 2005.
Page 7
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
RESPONDING TO ART: CRITICISM
Standard 3: Students describe, analyze, and interpret works of art and artifacts.
Indicator Example Instruction/Assessment
2.3.2 Speculate on meaning in works of art based on personal response, properties in the work,
Rosalind Ragans’ Teacher
Come up with conclusions based on prior knowledge when evaluating works of art
Emotional Response to specific works of art and background information.
Resource
SRA Art Connections
Textbooks
Art Prints
Internet Resources
Art Connections, SRA McGraw-Hill, 2005.
Page 8
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
RESPONDING TO ART: CRITICISM
Standard 3: Students describe, analyze, and interpret works of art and artifacts.
Indicator Example Instruction/Assessment
2.3.3 Use appropriate art vocabulary.
Model the elements and principles of art
Use specific art terminology
Review vocabulary and art related techniques at the end of class when giving classroom instructions
Use vocabulary associated with the techniques and mediums
Resource
SRA Art Connections
Textbook Glossary
Internet resources
Art Connections, SRA McGraw-Hill, 2005.
Page 9
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
RESPONDING TO ART: CRITICISM
Standard 4: Students identify and apply criteria to make informed judgments about art.
Indicator Example Instruction/Assessment
2.4.1 Listen to a critic speak about art and identify his or her point of view.
Elements and Principles for art are used as a criteria for art critiques
Use examples of art created by former students
Students critique a variety of artists and their subjects
Through the use of critiques and continued use of vocabulary the students learn to make informed judgments about art
Resource
Guest Speakers
Past student work
Masterpiece artwork
Art Connections, SRA McGraw-Hill, 2005.
Page 10
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

RESPONDING TO ART: AESTHETICS
GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
Standard 5: Students reflect on and discuss art theories and aesthetic issues concerning the meaning and significance of art.
Indicator Example Instruction/Assessment Resource
2.5.1 Construct personal meaning through critical inquiry into a work of art and listen to alternative responses to others.
Auguste Renoir’s
Two Sisters
Cecilia Beaux’s
Ernesta (Child with Nurse)
James J. Shannon’s Jungle
Tales
Connect a personal written story to a masterpiece work of art
Discuss an emotional response to a piece of art
SRA Art Connections
Textbook
Art Connections, SRA McGraw-Hill, 2005.
Page 11
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

RESPONDING TO ART: AESTHETICS
GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
Standard 5: Students reflect on and discuss art theories and aesthetic issues concerning the meaning and significance of art.
Indicator Example Instruction/Assessment Resource
2.5.2 Identify and discuss major questions about the nature of art; such as, is all art beautiful?
Paul Cezanne’s
Apples
Still Life with
William H. Johnson’s
Aesthetic
Questioning/Statements
Discuss the differences
SRA Art Connections
Textbooks
What is beauty? Can art be machine-made? Does art always reflect feelings or mood?
Jitterbugs (II)
Georgia O’Keeffe’s the Red
Poppy
Minerva Teichert’s Night Raid
Wassily Kandinsky’s
Composition VI between various artists and discuss the aesthetics, quality, and artistic techniques and art related terms that are expressed in each art piece
Art Connections, SRA McGraw-Hill, 2005.
Page 12
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

RESPONDING TO ART: AESTHETICS
GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
Standard 6: Students theorize about art and make informed judgments.
Indicator Example Instruction/Assessment
2.6.1 Identify works of art made from the
William H. McCloskey’s
Wrapped Oranges
Students observe and discuss selected works of art philosophy that art is best when it shows the organization of elements
(formalism).
Conclusions are about the various art pieces, styles, and medium based on the principles and elements of art that are located in each art piece
Claude Monet’s
Palazzo da
Mula, Venice
Edward Hopper’s Early Sunday
Morning
Resource
SRA Art Connections
Textbooks
Art Connections, SRA McGraw-Hill, 2005.
Page 13
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

RESPONDING TO ART: AESTHETICS
GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
Standard 6: Students theorize about art and make informed judgments.
Indicator Example Instruction/Assessment
2.6.2 Reflect on personal response when determining preference.
Auguste Renoir’s
Two Sisters
Cecilia Beaux’s
Ernesta (Child with Nurse)
James J. Shannon’s
Jungle
Tales
Connect a personal written story to a masterpiece work of art
Discuss an emotional response to a piece of art
Resource
SRA Art Connections
Textbooks
Art Connections, SRA McGraw-Hill, 2005.
Page 14
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CREATING ART: PRODUCTION
Standard 7: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.
Indicator Example Instruction/Assessment Resource
2.7.1 Demonstrate refined observational skills in the production of artwork.
Henry Moore’s
Family Group
Ansel Adam’s
Early Sunday
Morning, Merced river,
Yosemite Valley, CA
Edward Hopper’s
Early Sunday
Morning
Paul Klee’s
The Tree of Houses
Analyze and discuss in detail different works of art
Students learn to make personal interpretations through the use of observation and artistic expression located in t he artwork
SRA Art Connections
Textbooks
Dentzel Company’s Carousel
Rabbit
Art Connections, SRA McGraw-Hill, 2005.
Page 15
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CREATING ART: PRODUCTION
Standard 7: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.
Indicator Example Instruction/Assessment Resource
2.7.2 Create artwork about self, family, pets, and
Beatrice Whitney Van Ness’
Summer Sunlight
Produce artwork based on personal life experiences
SRA Art Connections
Textbook personal experiences.
Leo Lionni’s
Swimmy
Selection From
Jacob Lawrence’s
(Boy with Kite)
Street Scene
Duane Hanson’s
Policeman
Internet Resources
Photographs from students past
Art Connections, SRA McGraw-Hill, 2005.
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Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CREATING ART: PRODUCTION
Standard 7: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.
Indicator Example Instruction/Assessment Resource
2.7.3
.
Create and use symbols in their work to communicate meaning.
Auguste Herbin’s
Franz Kline’s
Amour
Blueberry Eyes
Adolph Gottlieb’s
Spectre of the Sea
Produce Holiday Cards
Create Banners
Use hieroglyphics on functional art pieces
SRA Art Connections
Textbooks
Artist Unknown Delaware
Shoulder Bag
Museum Websites
Artist Unknown Map Quilt
Art Connections, SRA McGraw-Hill, 2005.
Page 17
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CREATING ART: PRODUCTION
Standard 8: Students understand and apply elements and principles of design effectively in their work.
Indicator Example Instruction/Assessment
2.8.1 Identify and apply elements (line, shape, form, texture, and color) and principles
Running stitch sewn butterflies.
Abstract line collages.
Art production Textbook
Resource
Scholastic Arts Rubrics
(repetition, variety, rhythm, proportion) in their work.
Texture rubbings used as clothing designs.
Arts N’ Activities
Take a line for a walk design.
Clay figure forms.
Collages with geometric and organic shapes.
Native American rug weaving with paper.
Color wheels with primary and secondary colors.
Art Connections, SRA McGraw-Hill, 2005.
Page 18
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CREATING ART: PRODUCTION
Standard 8: Students understand and apply elements and principles of design effectively in their work.
Indicator Example Instruction/Assessment
2.8.2 Discriminate between types of shape
(geometric and organic), colors
(primary and secondary), lines
(characteristics and
Running stitch sewn butterflies.
Abstract line collages.
Texture rubbings used as clothing designs.
Analyze the elements and principles of art in their work
Compare and contrast how students used the different elements and principles of art
Textbooks
Resource
SRA Art Connections
Internet Resources
Past Student Examples qualities), textures (tactile and visual), and space
(placement/overlapping/ negative/positive/size), in their work and the works of others.
Take a line for a walk design.
Clay figure forms.
Collages with geometric and organic shapes.
Native American rug weaving with paper.
Color wheels with primary and secondary colors.
Art Connections, SRA McGraw-Hill, 2005.
Page 19
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

2.9.1
GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CREATING ART: PRODUCTION
Standard 9: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.
Indicator
Identify visual characteristics of a medium (see below).
DRAWING:
Media: pencils, markers, chalks, crayons,, oil pastels
Processes: contour line, rendering, sketching
PAINTING:
Media: tempera, watercolor, watercolor crayons; variety of brushes and paint applicators
Processes: wet-on-wet, wet-ondry, sponge, wash, resist
PRINTMAKING:
Media: found objects, printing ink, styrofoam, stencil
Processes: stamping, monoprint, rubbings, stenciling,, relief
Example
Prints with sandpaper.
Stamping patterns.
Papier mache fish
Wire necklaces/jewelry
Sunset stitchery on burlap
Sunburst clay sculptures
Instruction/Assessment
Identify a variety of mediums in works of art
Explain the uses of different art materials
Resource
SRA Art Connections
Textbook
Art Prints
Scholastic Art Magazines
Art Connections, SRA McGraw-Hill, 2005.
Page 20
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

CERAMICS:
Media: modeling clay, clay substitutes, glazes, stains, paint
Processes: pinch and pulled forms, slab, coil, surface decoration techniques
SCULPTURE/
ARCHITECTURE/JEWELRY:
Media: paper, papier-mâché, clay, cardboard, wood, paper, foil, found objects, beads, wire, foam
Processes: carving, additive, subtractive, modeling, constructing
FIBERS:
Media: cloth, yarn, ribbon,, found objects
Processes: pulling threads, weaving, stitchery, tying, and wrapping techniques
MIXED MEDIA:
Media: tissue, photos, found objects, foil, fiber, paint,, paper
Processes: collage, bas-relief
NEW MEDIA:
Media: computer, interactive computer programs,, photography, film
Art Connections, SRA McGraw-Hill, 2005.
Page 21
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

2.9.2
GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CREATING ART: PRODUCTION
Standard 9: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.
Indicator
Identify and use media, techniques, and processes to effectively communicate ideas, experiences, and stories including:
DRAWING:
Media: pencils, markers, chalks, crayons, oil pastels
Processes: contour line, rendering, sketching
PAINTING:
Media: tempera, watercolor, watercolor crayons; variety of brushes and paint applicators Processes: wet-onwet, wet-on-dry, sponge, wash, resist
PRINTMAKING:
Media: found objects, printing ink, styrofoam, stencil
Processes: stamping, monoprint, rubbings,
Example
Prints with sandpaper.
Stamping patterns.
Papier mache fish
Wire necklaces/jewelry
Sunset stitchery on burlap
Sunburst clay sculptures
Instruction/Assessment
Use a variety of mediums in their works of art
Explain the uses of different art materials
Resource
SRA Art Connections
Textbooks
Art Prints
Scholastic Art
Magazines
Art Connections, SRA McGraw-Hill, 2005.
Page 22
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

stenciling,, relief
CERAMICS:
Media: modeling clay, clay substitutes, glazes, stains, paint
Processes: pinch and pulled forms, slab, coil, surface decoration techniques
SCULPTURE/
ARCHITECTURE/JEWELRY:
Media: paper, papier-mâché, clay, cardboard, wood, paper, foil, found objects, beads, wire, foam
Processes: carving, additive, subtractive, modeling, constructing
FIBERS:
Media: cloth, yarn, ribbon, found objects
Processes: pulling threads, weaving, stitchery, tying, and wrapping techniques
MIXED MEDIA:
Media: tissue, photos, found objects, foil, fiber, paint,, paper
Processes: collage, bas-relief
NEW MEDIA:
Media: computer, interactive computer programs, photography, film
Art Connections, SRA McGraw-Hill, 2005.
Page 23
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

2.9.3
GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CREATING ART: PRODUCTION
Standard 9: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.
Indicator
Demonstrate safe and proper use, care, and storage of media, materials, and equipment.
Example
Elaborate and model proper storage use
Demonstrate and discuss the correct way to clean-up material and room
Examine safety procedure from various materials and art related techniques
Instruction/Assessment
Students will properly store art materials in a proper fashion
Students progressively learn class safety and material care for art related materials and supplies
Teachers and students model appropriate and safe handling of art materials
Resource
SRA Art Connections
Textbook
Teacher Experience
Internet Resources
Art Connections, SRA McGraw-Hill, 2005.
Page 24
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CREATING ART: PRODUCTION
Standard 10: Students reflect on, revise, and refine work using problem solving and critical thinking skills.
Indicator Example Instruction/Assessment Resource
2.10.1 Demonstrate evidence of reflection and care in completion of work.
Past Student Examples
Wilheim Schimmel’s
Large
Eagle
George Catlin’s
NO-HO-
MUN-YA, One Who gives No
Discuss and reflect the art from the artists and discuss why or why not the artworks are successful
Evaluate what made certain works of art successful
SRA Art Connections
Textbook
Art Prints
Attention
Helen Cordero’s
Storyteller
Doll
Art Connections, SRA McGraw-Hill, 2005.
Page 25
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CREATING ART: PRODUCTION
Standard 10: Students reflect on, revise, and refine work using problem solving and critical thinking skills.
Indicator Example Instruction/Assessment Resource
2.10.2 Identify and apply assessment criteria for studio work such as craftsmanship, control of media, communication of ideas.
Simon Rodia’s
Watts Tower
Adolph Gottlieb’s
Spectre of the Sea
David Smith’s
Cubi XVIII
Critique masterpiece artwork as a class to communicate ideas
Compare and contrast how artist used media, craftsmanship and communicated ideas
SRA Art Connections
Textbook
Rene Magritte’s
Lights
The Empire of
Art Connections, SRA McGraw-Hill, 2005.
Page 26
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CREATING ART: PRODUCTION
Standard 10: Students reflect on, revise, and refine work using problem solving and critical thinking skills.
Indicator Example Instruction/Assessment Resource
2.10.3 Demonstrate respect for their work and the work of others.
Display the work of artists and use a few examples of artworks that use the same medium and techniques
Teacher modeling of handling a piece of student artwork
Demonstrate proper use of handling works of art
Define respect and how that will be obtained through handling artwork
Museums
Art Prints
Past Student Artwork
Art Connections, SRA McGraw-Hill, 2005.
Page 27
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CAREERS AND COMMUNITY
Standard 11: Students recognize a variety of art-related professions and careers in our society.
Indicator Example Instruction/Assessment
2.11.1 Identify the roles of artists, docents, and guards at museums and galleries.
Visit or research different art museums and careers
Internet exploration of the different roles people play in an art museum
Various resources such as the internet, books, class discussion, visit museums, guest speakers
Resource
Museums
Museum websites
SRA Art Connections
Textbook Glossary
Art Connections, SRA McGraw-Hill, 2005.
Page 28
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CAREERS AND COMMUNITY
Standard 12: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.
Indicator Example Instruction/Assessment Resource
2.12.1 Locate and discuss art in the local community such as town monuments, unique architecture, stained glass, paintings, and murals.
Ruthmere Mansion
Midwest Museum of
American Art
Downtown Elkhart
Evaluate and discuss local artworks
Examine how certain works of art have influences the community
City Calendars
Chamber of Commerce
Elkhart County Historical
Society
Statue search
Beardsley Mansion
Internet resources
Indiana Historical Landmark
Association
.
Art Connections, SRA McGraw-Hill, 2005.
Page 29
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CAREERS AND COMMUNITY
Standard 12: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.
Indicator Example Instruction/Assessment Resource
2.12.2 Visit local museums, exhibits, and experience visiting artists in the school.
Guest Speakers
Midwest Museum of American
Art
Display various forms of artwork from community artists
Discuss local artist and their influence on the people of the community
Speakers from local museums talk to classes
SRA Art Connections
Textbooks
Local Museums
Visiting Artists
Art Institute CD-Rom
Art Connections, SRA McGraw-Hill, 2005.
Page 30
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

2.13.1
GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
INTEGRATED STUDIES
Standard 13: Students identify and make connections between knowledge and skill in art and all other subject areas such as humanities, sciences, and technology.
Indicator
Identify similarities and connections between concepts and subject matter of visual art and other disciplines.
Example
Geography and Map Making:
Yvonne Jacquette’s
Town of
Skowhegan, Maine
David Hockney’s
Garrowby Hill
Instruction/Assessment
Identify commonalities between works of art that overlap into other disciplines
Resource
SRA Art Connections
Textbooks
Internet Resources
Art Connections, SRA McGraw-Hill, 2005.
Page 31
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

2.13.2
GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
INTEGRATED STUDIES
Standard 13: Students identify and make connections between knowledge and skill in art and all other subject areas such as humanities, sciences, and technology.
Indicator
Demonstrate the ability to create a work of art utilizing concepts, subject matter, or the sign systems (such as words or numbers) of another discipline.
.
Example
The use of measurement used in art related projects such as proportion and balance
The use of science in art projects such as glazing pottery, wax resist, and various other interdisciplinary units
Instruction/Assessment
Students demonstrate adequate artistic skills that relate to the medium being used.
Artistic mediums and techniques are used along with other subject area content to convey factual information
Resource
SRA Art Connections
Textbook
Textbooks from other classes
Internet Resource
Art Connections, SRA McGraw-Hill, 2005.
Page 32
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

2.14.1
GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
INTEGRATED STUDIES
Standard 14: Students understand the integrative nature of art forms including dance, theater, music, visual art, and media art.
Indicator
Identify similarities and connections between concepts and subject matter of visual art and other art forms
(dance, theater, or music).
Example
Introduce students to the performing arts.
View a variety of media art forms
Examples of art from former students
Instruction/Assessment
View and discuss similarities of the performing arts and other art forms
Identify similarities between the wide variety of art forms
Resource
SRA Art Connections
Textbooks
Presentations of various performing arts
Art Connections, SRA McGraw-Hill, 2005.
Page 33
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced

2.14.2
GRADE 2
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
INTEGRATED STUDIES
Standard 14: Students understand the integrative nature of art forms including dance, theater, music, visual art, and media art.
Indicator
Demonstrate ability to create an integrated work utilizing concepts, subject matter, and sign systems (image, movement, sound, or words) of art and another art form.
Example
Movies
CD’s
DVD’s
Correlate a work of art to the sounds they hear from certain music
Instruction/Assessment
View and discuss the performing arts and other art forms
Students realize that by combining various art forms that ideas and concepts can be expressed in a variety of ways
Resource
SRA Art Connections
Textbook
Internet Resources
Art Connections, SRA McGraw-Hill, 2005.
Page 34
Elkhart Community Schools Grade 2 Visual Arts Curriculum Guide
Spring 2007 Standard Referenced