Scope and Sequence K-2

Scope and Sequence for Kindergarten – Grade 2
Visual Arts and Design Enduring Understanding  1
Creative Processes – Visual Art and Design is the process of creative problem solving using both traditional and innovative media, tools, techniques, and processes in order to make the imagined visible.
Students demonstrate knowledge and application of Visual Art and Design concepts by
RIVAD 1 (K-2)-1 a identifying and exploring basic RIVAD concepts: line, shape, form, texture, color, pattern, and contrast
Visual Art and Design Concepts  
  • Elements
  • Line
  • Shape
  • Form
  • Color
  • Value
  • Texture
  • Space
  • Principles
  • Pattern/ Repetition
  • Balance
  • Rhythm/ Movement
  • Contrast/ Unity and Variety.
RIVAD 1 (K-2)-1 b experimenting with a variety of strategies and techniques to address artistic problems
        Making deliberate choices about use of RIVAD concepts to convey intended meaning    Strategies and techniques
RIVAD 1 (K-2)-1 c explores visual representation based on observation
        Make artworks based on observations
RIVAD 1 (K-2) 1d. maintaining a portfolio of self-created art work explaining basic
                          art concepts learned                            
  •  Create  portfolio
  • Save all work
  • Select best work for inclusion in an art show
  • Create artist’s statements that explain what they learned in the art making process
  • Use turn and talk opportunities to explain work to partner.
RIVAD 1 (K-2) – 2
Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Art and Design by…
RIVAD 1 (K-2) – 2a
Media, tools, techniques, and processes
  • Painting
  • Media/ Tools
  • Watercolors
  • Tempera Paint
  • Acrylic Paint           
  • Paint brushes
  • India Ink
  •  Techniques
  • Brushstrokes
  • Dry brush painting
  • Stipple
  • Wash
  • Drawing
  • Media and Tools
  • Pencil
  • Colored Pencils
  • Plastic Crayons
  • Erasers
  • Paper
  • Wax Crayons
  • Oil Pastels Crayons
  •  Techniques
  • Free hand
  • Sketch
  • Stipple
  • Thumbnail Sketch
  • Observational Drawing
  • Contour
  • Invented/implied textures
  • Printmaking
  • Media /Tools
  • Printing block
  • Ink
  • Techniques
  • Crayon Rubbing
  • Frottage
  • Mono print
  • Block Printing
  • Stencil
  • Relief
  • Mixed Media
  • Media/Tools
  • Paper
  • Scissors
  • Glue
  • Crayon
  • Watercolor
  • Paint brushes
  • Techniques
  • Collage
  • Crayon Resist
  • Assemblage
  • Montage
  • Sculpture
  • Media/Tools
  • Clay
  • Clay tools
  • Paper
  • Scissors
  • Techniques
  • Additive process
  • Assemblage
  • Free Standing
  • Modeling
  • Bas relief
  • Score
  • Ceramics
  • Media/Tools
  • Green ware
  • Bisque
  • Clay tools
  • Glaze
  • Glaze brushes
  • Kiln
  • Techniques
  • Squeeze method
  • Score
  • Firing
  • Leather hard
  • Modeling
  • Glazing
  • Carve
  • Incise
  •  
RIVAD 1 (K-2) – 2b   b. Demonstrating knowledge of basic art vocabulary relating to describing lines, colors, and shapes
  •  Students use basic art vocabulary when to describe line, colors, and shapes when talking and /or writing about artwork.
Visual Arts and Design Enduring Understanding  2
Cultural Contexts – Visual Art and Design creatively expresses the values and ideas of human experience, community, and civilization.~

-RIVAD 2(K-2)-1
Students demonstrate knowledge and understanding of the role of Visual Art and Design in personal, cultural, and historical contexts by…
a. identifying a variety of purposes for making visual art and design
  • Students can (e.g., telling a story, communicating ideas and emotions, creating functional objects)
b. recognizing connections between Visual Arts and Design and other disciplines (e.g., clothes are designed by artists; scientists study objects by drawing them, artists use mathematical and scientific processes to solve sculptures )
  • During turn and talk students can recognize connections between RIVAD and other disciplines
c. Identifying a variety of things that an artist does (e.g. designing shoes, desks, packaging, creating expressive images and sculptures)
  • During turn and talk students can identify a variety of things that an artist does.
e. recognizing how the visual arts and design are different and similar in different cultures or times
  • When talking and or writing about artworks from different cultures and times,  students can describe how they are the same or different.
GSEs for Grades K-2
RIVAD 3 (K-2) –1
Students demonstrate the ability to communicate in the language of Visual Art and Design by…
a. exploring media, techniques, processes, and visual arts and design concepts to convey feelings, ideas, or meaning
b. exploring the use of colors, shapes, and lines to create a unique expression representing a feeling, idea or meaning
c. identifying how visual symbols in everyday life represent meaning (e.g., red traffic lights tell us to stop; packages with friendly cartoon characters tell us that the product is good)
d. identifying how their own works of art or design are symbolic representations of  events, ideas, feelings, or beliefs
  • Opportunities for identifying subject matter or main idea and or/basic feelings in evoked are imbedded in each lesson.
  • Students do this informally during class or “turn and talk” discussions at the conclusion of each lesson.
  • Students do this formally when they write their title cards, artist’s statements, complete check lists, or thinking sheets.
RIVAD 3 (K-2) –2
Students demonstrate the ability to extract meaning from works of art by…
a. identifying subject matter and basic feelings evoked (e.g., a mother loving her child)
  • Opportunities for identifying subject matter or main idea and or/basic feelings in evoked are imbedded in each lesson.

Aesthetics
RIVAD 4 (K-2) –1
Students reflect upon, analyze and evaluate the work of self and others by…
a. describing subject matter, colors, shapes, and story seen in a work of art or design using affirmative statements
b.    making interpretations based on observations
  • Students do this informally during class or “turn and talk” discussions at the conclusion of each lesson.
c.    recognizing creative elements in the work
  • Students do this informally during class or “turn and talk” discussions at the conclusion of each lesson.
d. asking questions about other’s artwork relating to subject matter, colors, and shapes to gain a deeper understanding of the artwork’s meaning (e.g., Why is there so much red?)
  • Students do this informally during class or “turn and talk” discussions at the conclusion of each lesson.
e. contributing in individual or group discussions about work in which the student gives and receives constructive criticism
f. comparing one’s own work with the work of others by recognizing similarities and differences of subject matter, colors and shapes
  • Opportunities for identifying subject matter or main idea and or/basic feelings in evoked are imbedded in each lesson.
  • Students do this informally during class or “turn and talk” discussions at the conclusion of each lesson.
  • Students do this formally when they write their title cards, artist’s statements, complete check lists, or thinking sheets.






































 
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