Second Grade Integrated Arts Standards
for the Classroom - Draft

Creating arts

Students know and apply the arts disciplines, techniques, and processes in original or interpretive work. Building on previous knowledge and skills they:

• Use basic arts elements and learn new elements
• Demonstrate personal, social, and physical skills to perform, improvise, and create art
• Perform, by sharing a variety of folk and children's songs and dances with peers
• Improvise, in the classroom, short dances, musical examples, and scenes based on stories or personal experience
• Create, using additional arts media and techniques to share ideas and feelings
  

Art as Inquiry

Students reflect upon concepts and themes and assess the merits of their own work and that of others. Building on previous knowledge and skills they:

• Define the nature of the four art forms and recognize artists' choices (concepts)
• Describe first impressions of a performance or art work and identify the artists' choices of art elements (description and analysis)
• Identify the mood and/or theme in a work of art, theirs and that of others (interpretation)
• Respect the many valid responses to works of art that may be different from their own (audience behavior)

Art in context

Students analyze works of art from their own and other cultures and demonstrate how interrelated conditions (social, economic, political, historical) influence the development and reception of thought, ideas, and concepts in the Arts. Building on previous knowledge and skills, they:

• Describe the role of arts and artists in their community and countries being studied (function)
• Identify exemplary art works from their and other cultures and describe points of interest in each (for them)
  

Second Grade Integrated Arts Standards for the Classroom and Suggestions for Performance Objectives/Activities

Creating arts

Students know and apply the arts disciplines, techniques, and processes in original or interpretive work. Building on previous knowledge and skills:

Concepts

They identify and use basic art elements and learn new elements

• Review arts elements (see grade 1)
• Learn new arts elements
  • time and musical elements: tempo (speed of beat in music or dance, rate of speed in a dramatic scene), time of the play (past, present, future), timbre (sources of musical sound), volume(dynamics) (D,M,T)
  • space and design elements: space and pattern, pathway, proximity/perspective (near and far) (D, T, VA);
• Recognize simple art structures
  • AB and ABA form(M)
  • story elements: environment including place, light, sound, mood (T,W)

They demonstrate personal, social, and physical skills to perform, improvise, and create art

Personal/social skills

• Use personal experience (five senses) and stories (vicarious experiences) to create and describe mental pictures (images) that can be the basis for words, movement, drawings, simple musical compositions, writing etc.
• Describe and demonstrate safe and careful use of space, the body and voice, tools and materials (D,M,T,VA)
• Work individually and in pairs to present simple improvised dance phrases, musical phrases or dramatic scenes (D,M,T)

Physical skills

• Continue to recognize and perform basic warm-up physical and vocal sequences (D,M,T)
• Identify and demonstrate the range and types of one's own movement abilities by using locomotor (e.g. walk, run, leap, hop, etc.) and axial movement (e.g. twist, turn, bend, melt, etc.) to follow changes in time (beat and tempo) and space (direction, and levels) (D,M,T)
• Move with clear focus, appropriate energy and awareness of personal and general space (D,M,T)
• Demonstrate relationships between bodies (near/far, parting, alone/connected) (D,T, VA)
• Continue mirror exercises to develop concentration and flexibility (D,T)
• Maintain a steady beat (see Grade 1)
• Continue to differentiate and use appropriately the singing and speaking voices (D,M,T)
• Explore various ranges of the singing and speaking voices (D,M,T)
• Sing on pitch and in rhythm (D,M)
• Continue to develop and demonstrate coordination in the use of classroom instruments and body percussion (D,M)
• Continue pantomime activities (D,T)
• Use adequate vocal volume to be heard in an improvised scene (D,T)

Perform

They share a variety of folk and children's songs and dances with peers (D,M)

• Perform, as a class, short dances created by themselves or others (D)
• (See Grade 1 for activities/standards) (D,M,T)

Improvise

They improvise, in the classroom, short dances, musical phrases, and scenes based on stories or personal experience (M.T,D)

• Improvise short dances based on movement elements or stories from literature or based on personal experience (D,R)
• Improvise ostinato accompaniments to familiar songs or chants (M,T,D)
• Improvise a melodic or rhythmic "answer" (measure or phrase) within the context (M,T,D)
• Use concentration, language and movement that fits the situation, to sustain a pretend scene (T)
• Describe (e.g. through words, drawings, or technology) the setting of a story to be dramatized and with teacher guidance establish spaces for a dramatization and select materials that suggest furniture and props needed (T,R)

Create

They create using additional, different visual arts media and techniques to share ideas and feelings

• Dance
  
  • compose short dances each with a distinct beginning, middle and end (D)
    
• Music
  
  • compose measures or phrases of music for a special purpose (accompaniment, to complete a phrase or song) (M.D,T)
  • compose a contrasting (B) phrase or section in an ABA form (M)
    
• Theater
  
  • Create a dramatic problem that two or three characters must solve; improvise the scene (T)
    
• Visual Arts
  
  • create, simple two and three- dimensional works with familiar media and techniques which describe a place, event or person (see grade 1 for suggested materials and techniques)
  • create simple two and three-dimensional works with new media (e.g. water colors, basic computer graphics, found object sculpture, papermaking, mobile arts, etc.) and techniques (e.g. dry/wet brush, stenciling/rubbings, wax resist, polaroid camera photography, etc.) which describe their reaction to an event, story, experience (VA,T)

Art as Inquiry

Students reflect upon concepts and themes and assess the merits of their own work and the work of others. They:

Concepts

They define the nature of the four art forms and recognize artists' choices

• Describe
• dance as: movement (locomotor and axial) in time (pulse/beat, tempo, rhythm) through space (place, size, direction/pathway, focus, level) with energy (attack) (D,T)
  
• music as sounds (including melody) in time, organized by its elements (rhythm, tempo, timbre--source of the sound--and volume/dynamics) (D,M,T)
• theater forms (theater, film and television) as an "acted" story told through story elements (characters, problem and environment -- place, time, mood), movement (locomotor and axial) and voice (T)
• the visual art forms--painting, drawing, sculpture, craft, and print functions--utilitarian, decorative, and art that depicts events (story)
  space/design elements--size, proximity/perspective, focus, shape, line, color, texture
  materials--clay, stone, wood, paint, glass, fabric, photographs, paper techniques (carving, stamping)
  
  
• Identify how the arts have been used to express and share moods and ideas (D,M,T,VA)
  
  
• Recognize that works of art are the result of artists' choices meant to communicate to an audience
• a dance performance (e.g. choreographers create dances, dancers rehearse and perform the choreographed movement usually to some form of accompaniment) (D)
  
• a music performance (e.g. composers create music; musicians rehearse and interpret vocal and instrumental music; then perform it) (M)
• a theater performance (e.g. a playwright creates a script; a director helps actors, scene, lighting, sound, and costume designers bring the script [story] to life) (T)
• a visual art exhibition (e.g. curators identify an idea or theme and select works that demonstrate the idea or theme; installationists prepare the space and lighting for the exhibition; written materials are prepared to assist in understanding the artists' point of view and use of materials) (VA)

Description and analysis

They describe first impressions of a performance or art work and identify the artists' choices of art elements

• Identify the dance elements as seen in a dance or play (e.g. movement, time, space, energy) (D,T)
• Describe the characters and setting of a play or dance and identify the beginning, middle and end (D,T,R,W)
• Differentiate, name, and describe a variety of instruments and types of voices (timbre) (M,T)
• Describe use of musical elements in their own and others' performances (e.g. variations in tempo, rhythm, melody) (M)
• Differentiate and describe identical, similar, and contrasting musical ideas within songs and short pieces of music (M)
• Describe the materials (e.g. stone, paint, fabric, etc.) use of techniques (e.g. carved, painted, etc.) and use of space and design elements (line, shape, color, texture, pattern, etc.) in visual works of art (D,T,VA)
• Identify the form (painting, drawing, etc.) and function (utilitarian, decorative, depicting an event) of a visual work of art (VA)

Interpretation

They identify the mood and/or theme in a work of art, theirs and that of others

• Identify various subject matter, ideas and symbols (e.g. lion representing courage, heart symbolizing love, road conveying journey, strong sharp movement indicating power and confidence, movement in a circle indicating balance and harmony) used to convey meaning in own work and work of others (VA,D,T)
• Identify the mood or meaning a work of art has for them (e.g. light, happy, heavy, sad, mysterious, be kind, follow the rules or be ready for the consequences, etc.) (D,M,T,VA)

Audience

They respect the many valid responses to works of art that may be different from their own

Art in Context

Students analyze works of art from their own and other cultures and demonstrate how interrelated conditions (social, economic, political, historical) influence the development and reception of thought, ideas, and concepts in the arts.

Function of the arts

They describe the role of arts and artists in their community and countries being studied

• Identify and describe who makes and uses the arts in their community and countries being studied
• Identify the similarities and differences between uses of the arts in their community and another country being studied (as part of daily life, in worship, to sell products, etc.)

Exemplary literature/artworks

They identify exemplary art works from their and other cultures and describe points of interest in each (for them)

• Identify and describe art works from their community and from or about a country being studied (e.g. a folk dance, a musical composition, a film about life in a different time or place, art works from different cultures in the United States and other countries)
• Describe how these art examples are used in the cultures being studied

(D=dance, M=music, T=theater, VA=visual arts, R=reading, W=writing)