Grade 2: Visual Arts |
Achievement
Level
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Overall Expectations
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1
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2
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3
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4
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•produce two- and three-dimensional works of art that
communicate ideas (thoughts, feelings, experiences) for specific purposes
and to familiar audiences; |
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•use the elements of design (colour, line, shape, form,
space, texture), in ways appropriate for this grade, when producing and
responding to works of art; |
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•describe how the ideas in a variety of art works relate
to their own knowledge and experience and to other works they have studied; |
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•use correctly vocabulary and art terminology associated
with the specific expectations for this grade. |
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Specific Expectations
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Knowledge of Elements |
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•recognize and name the secondary colours of pigment
(purple, orange, green); |
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•describe how the secondary colours can be created by
mixing the primary colours (e.g., blue and yellow make green); |
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•identify types of lines in art works and in the environment
(e.g., horizontal, vertical, diagonal); |
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•identify the characteristics of symmetrical shapes and
forms (e.g., show that all sides of square objects are the same in length); |
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•identify and describe a variety of textures (e.g., rough:
tree bark; smooth: plastics; ridged: corduroy fabrics); |
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•identify the elements of design in a variety of familiar
objects (e.g., colour in clothing, symmetrical forms in buildings) and
in works of art; |
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•describe different ways in which a variety of art materials,
tools, and techniques can be used (e.g., construction paper can be fringed
with scissors, used as a background for paintings, cut into shapes to make
pictures), and demonstrate understanding of their safe and proper use. |
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Creative Work |
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•make artistic choices in their work, using at least
two of the elements of design specified for this grade for a specific purpose
(e.g., sharp, jagged lines to depict a bulldozer tearing up trees); |
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•produce two- and three-dimensional works of art (i.e.,
works involving media and techniques used in drawing, painting, sculpting,
printmaking) that communicate their thoughts and feelings on familiar topics
(e.g., using pencil crayons, make a drawing of a tree after observing real
trees and trees in works by Emily Carr, Tom Thomson, and Vincent van Gogh); |
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•identify, in a plan, their specific choices of subject
matter and tools, materials, and techniques (e.g., a plan to make a picture
of their family in which they will use paint and fabric); |
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•identify strengths and areas for improvement in their
own and others' art work, and explain their choice (e.g., "I did a good
job of cutting out the circles. Next time I will choose a background colour
that makes the circles stand out more"). |
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Critical Thinking |
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•describe the subject matter of a variety of art works
from various cultures and periods and in various styles (e.g., Child
and Dog by Alex Colville and The Sleeping Gypsy by Henri Rousseau,
which depict animals); |
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•describe, using appropriate vocabulary, how artists
use the elements of design to create a specific effect (e.g., diagonal
lines to suggest movement); |
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•describe the relationship between an art work and their
own experiences (e.g., explain how the images used by an artist to represent
winter are similar to or different from images that they would use to depict
their own experiences of winter). |
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Student Name: |
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