Essential Vocabulary Task Analysis (Unpacking Simplified)

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ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/ UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/

Visual Arts- 2

nd

_{grade- Standard- 2. V. 1}

Essential Standard:

Use the language of visual arts to communicate effectively.

RBT Tag:

B-3

Tim

e

(No. of Days)

Clarifying

Objectives

Essential Vocabulary

Task Analysis

(Unpacking

Simplified)

Learning

Activities/Assessments

Resources

170

2.V.1.1 Use appropriate art vocabulary when discussing media,

processes, or images in art.

Use, apply, choose, organize, plan, select, crayons, paper, scissors, markers,

construction paper, glue, canvas, ink, paint, liquid tempera, watercolor, tempera blocks, pencil, color pencils, yarn, clay, pinch, coil, slab, mixed media, chalk pastels, oil pastels, sculpture, ceramics, images, prints.

What does this standard mean that a student will know and be able to do?” (TLWBAT…)

TLWBAT:

• Review art vocabulary, media and processes. • Identify media,

processes and images.

• Use appropriate art vocabulary when discussing media, processes, or images in art.

Use/Label CIF Strategies

 Classroom talk (CIF) about media, processes and tools.

 Questioning (CIF) about media, processes or images in art.

 Tool, media and process identity activity.

 Textbook resources

 Art tools and media

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2.V.1.2 Create original art that expresses ideas about people, neighborhood s, or

communities.

Create, build, make, design, original, unique, express, oneself, storytelling, feelings, neighborhoods,

communities, village, tribe, country.

TLWBAT:

• Explore art examples, vocabulary and techniques. • Discuss how art

expresses ideas about people, neighborhoods and communities. • Create original art

that expresses ideas about people,

neighborhoods, or communities.

 Classroom talk (CIF) about art works that are from various neighborhoods and

communities.

 Questioning (CIF) about art works that are from various neighborhoods and

communities.

 Create original portraits, landscapes, cityscapes, seascapes that express ideas about people, neighborhoods or communities.



http://www.prin cetonol.com/gro ups/iad/lessons/ elem/subject.ht ml



http://www.scho lastic.com/teach ers/lesson- plan/amazing- facts-about-my-city-and-state

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170

2.V.1.3

Understand the “story” in works of art.

Recognize, identify, find, tell, show, say, communicate, relate, story, symbols, landscapes, seascapes, cityscapes, still life, portraits, play, work, family, home, self, community, holidays, celebrations

TLWBAT:

• Explore art examples and vocabulary. • Examine symbols, subjects and themes of communication in art examples.

• Recognize that symbols, subjects, or themes are used in the works of others to communicate.

• Understand the “story” in works of art.

 Classroom talk (CIF) about symbols, subjects and themes in art.

 Classify symbols, subjects or themes in art examples with a graphic organizer.

 Writing to learn (CIF)- Identify the story in the work of art.

 Classroom resources- prints, textbook materials, etc.



http://www.teac

h-nology.com/wor ksheets/graphic/

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2.V.1.4 Understand characteristics of the

Elements of Art, including lines, shapes, colors, textures, form, space, and value.

Understand, organize, compare, explain, show, tell, say, LINES: straight, wavy, curly, spiral, zigzag, dotted, dashed, curved, diagonal, vertical, horizontal, thin, thick, wide, long, short SHAPES: triangle, square, rectangle, circle, oval, star, pentagon, hexagon, octagon, geometric shapes, organic shapes,

COLORS: Primary- red, yellow, blue, secondary- orange, purple, green, neutrals- gray, black, white, brown, color wheel, bright, vivid, dark, strong, dull, brilliant, quiet,

TEXTURE: rough, smooth, bumpy, sharp, thick, jagged, heavy, fuzzy, shiny, soft, hard, dull, curly, slimy, FORM: three dimensional (3-D), geometric forms, free forms, SPACE: Positive space, negative space, size, place, horizon line, foreground, background, middle ground, overlapping, VALUE: Light, medium, dark, shade, tint, hue.

TLWBAT:

• Explore art examples and vocabulary.

• Examine and

discuss the Elements of Art, including lines, shapes, colors, textures, form, space and value in art examples.

• Understand

characteristics of the Elements of Art, including lines, shapes, colors, textures, form, space and value.

 Classroom talk and questioning (CIF) about art examples and vocabulary.

 Games and songs to remember and understand the Elements of Art.



http://www.mrsbr ownart.com/index. htm

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http://www.aweso meartists.com/AR T/AwesomeAwes omeABCsOfArt.h tm

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2.V.1.5 Understand characteristics of the

Principles of Design, including repetition, movement, emphasis, contrast, balance, and proportion.

Understand, organize, compare, explain, show, tell, say, unity, repetition, pattern, emphasis, most important, contrast, different, balance

(symmetrical, asymmetrical), proportion, size, variety.

TLWBAT:

• Explore art examples and vocabulary.

• Examine and

discuss the Principles of Design, including repetition, movement, emphasis, contrast, balance and proportion in art examples.

• Understand

characteristics of the Principles of Design, including repetition, movement, emphasis, contrast, balance and proportion.

 Classroom talk and questioning (CIF) about art examples and vocabulary.

 Games and songs to remember principles of design.

 Portrait design- balance, repetition, emphasis, contrast, proportion

 Origami/ weaving/ folding techniques concentrating on repetition, contrast and symmetrical balance.

 Action drawing/ painting/ sculpture about sports or weather or dance, etc.



http://www.mrs brownart.com/in dex.htm



http://www.awe someartists.com