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Robein School District 85
CURRICULUM GUIDE
Fine Arts - Grade 2

Goal 25: Language of the Arts
Standard 25.A
The learner will be able to understand the sensory elements, organizational principles and expressive qualities of the arts.
Strand Bloom's Scope Source Activities
Standard 25.A   Master IL: Learning Standards, 1997, Early Elementary, 25.A Classroom
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Sensory Elements
The learner will be able to identify body parts and describe locomotor and nonlocomotor movements they perform; Identify personal and shared space, directions, levels, size of movements, body shapes; Identify quick/slow, strong/light movements; Differentiate personal space, group space, and partner space; Choose movements to communicate an idea; Distinguish between vocal and non-vocal sounds used in a drama; Imitate loud, soft, high, and low sounds; Identify fast and slow music; Identify tone colors (timbres) of voices, environmental sounds, and classroom instruments; Imitate long and short sounds; Echo a steady beat; Describe a variety of lines (e.g., create a drawing using spiral, jagged, zigzag, wavy, etc.); Distinguish between organic (free-form, natural) and inorganic (geometric) forms/shapes; Identify primary, secondary, and analogous colors in an art work; Identify a variety of textures from organic and person made objects (e.g., use the technique of rubbing).
Strand Bloom's Scope Source Activities
Standard 25.A   Master IL. Performance Descriptor: 25A, Stage B Classroom
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Organizational Principles
The learner will be able to identify two parts in a dance and/or accompaniments (AB form); Identify starting and ending positions in personal or peer dances; Identify the beginning, middle, and end of a story; Identify the characters of a setting, problem, and solution in a drama; Indicate the phrases or sections in simple AB and ABA songs; Show size progression (e.g., organize small, medium, large).
Strand Bloom's Scope Source Activities
Standard 25.A   Master IL. Performance Descriptor: 25A, Stage B Classroom
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Expressive Qualities
The learner will be able to suggest meanings that locomotor and nonlocomotor movement can convey (e.g., light, quick skips suggest happiness; dragging feet suggest sad); Identify emotions (e.g., happy, sad, mad, scared) created by actors in a drama; Identify the sensory element that creates a mood, emotion, or idea in a musical example; Identify in an art work elements (e.g., jagged lines, curved shapes, bright colors) that convey emotions (e.g., sensory, mad); Tell the story an art work shows.
Strand Bloom's Scope Source Activities
Standard 25.A   Master IL. Performance Descriptor: 25A, Stage B Classroom
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Standard 25.B
The learner will be able to understand the similarities, distinctions and connections in and among the arts.
Strand Bloom's Scope Source Activities
Standard 25B   Master IL: Learning Standards, 1997, Early Elementary, 25.B Classroom
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Art Form: Elements
The learner will be able to identify sensory elements, organizational principals, and expressive qualities used in more than one art form.
Strand Bloom's Scope Source Activities
Standard 25B   Master IL. Performance Descriptor: 25B, Stage B Classroom
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Examine Art Work
The learner will be able to examine the same sensory elements, organizational principles, and expressive qualities in two different works in the same art form.
Strand Bloom's Scope Source Activities
Standard 25B   Master IL. Performance Descriptor: 25B, Stage B Classroom
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Investigate Art Forms
The learner will be able to investigate story, feelings, or expressive ideas shared in the work of two different art forms.
Strand Bloom's Scope Source Activities
Standard 25B   Master IL. Performance Descriptor: 25B, Stage B Classroom
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Goal 26: Creating/Performing
Standard 26.A
The learner will be able to understand processes, traditional tools and modern technologies used in the arts.
Strand Bloom's Scope Source Activities
Standard 26.A   Master IL: Learning Standards, 1997, Early Elementary, 26.A Classroom
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Tools
The learner will be able to identify the body as the main tool of dance; Suggest movements that would be appropriate for response to words, sounds, pictures, props, and/or stories; Identify the three primary tools (i.e., mind, body, voice) of drama; Identify different types of voices (e.g., man, child); Label environmental sounds; Identify classroom instrument sounds; Identify instruments visually.
Strand Bloom's Scope Source Activities
Standard 26.A   Master IL. Performance Descriptor: 26A, Stage B Classroom
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Processes
The learner will be able to explore movement combining two or more elements (e.g., join body shape and level); Demonstrate the practicing/rehearsing techniques used to create a drama; Interact in role with other characters using safe movement in an improvised and/or rehearsed drama; Use appropriate vocal timbre and volume when singing classroom songs; Interpret basic rhythmic notation symbols (e.g., whole note, half note, quarter note); Sing or play accurately simple pitch notation using a symbol system (e.g., icons, syllables, numbers, letters).
Strand Bloom's Scope Source Activities
Standard 26.A   Master IL. Performance Descriptor: 26A, Stage B Classroom
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Tools and Processes
The learner will be able to list the materials and tools used to paint, draw, and construct; Distinguish between materials and tools used in 2-D and 3-D works; Use appropriate tools (e.g., brushes, scissors, clay modeling tools) correctly with simple materials when creating an art work; Demonstrate the safe and responsible use of materials and tools when creating 2-D or 3-D work.
Strand Bloom's Scope Source Activities
Standard 26.A   Master IL. Performance Descriptor: 26A, Stage B Classroom
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Standard 26.B
The learner will be able to apply skills and knowledge necessary to create and perform in one or more of the arts.
Strand Bloom's Scope Source Activities
Standard 26.B   Master IL: Learning Standards, 1997, Early Elementary, 26.B Classroom
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Skills
The learner will be able to perform and differentiate among basic locomotor and nonlocomotor movements; Imitate and distinguish between stretched, curled, angular, twisted, symmetrical, and asymmetrical body shapes; Demonstrate use of spatial elements (personal and shared, levels, directions, pathways, relationships, size of movement) in response to verbal cues; Explore time elements (fast/slow, tempos, beat & rhythms) in response to verbal cues; Explore force/energy elements (strong/light) in response to verbal cues; Perform singing games and folk dances representative of a variety of cultures; Improvise dances in response to words, sounds, pictures, props, and/or stories; Demonstrate ways to use the body and voice to communicate character actions, emotions, and sounds in a drama; Follow multi-step directions; Demonstrate collaborative skills; Interact in role with other characters using movement in an improvised and/or rehearsed drama; Sing songs of various cultures in rhythm maintaining a steady tempo.
Strand Bloom's Scope Source Activities
Standard 26.B   Master IL. Performance Descriptor: 26B, Stage B Classroom
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Creating
The learner will be able to solve problems and make decisions on the appropriateness of movement in response to teacher directed tasks; Use a puppet to communicate a story; Improvise a rhythmic accompaniment for songs of various cultures; Create short vocal or instrumental melodic and rhythmic phrases within specified guidelines.
Strand Bloom's Scope Source Activities
Standard 26.B   Master IL. Performance Descriptor: 26B, Stage B Classroom
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Skills and Creating
The learner will be able to purposefully manipulate 2-D and 3-D materials to create an art work that expresses an idea; Create 2-D and 3-D art works that show the use of imagination and express personal ideas; Create sculpture using additive processes (e.g., clay, paper, found objects).
Strand Bloom's Scope Source Activities
Standard 26.B   Master IL. Performance Descriptor: 26B, Stage B Classroom
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Goal 27: Role of the Arts
Standard 27.A
The learner will be able to analyze how the arts function in history, society and everyday life.
Strand Bloom's Scope Source Activities
Standard 27.A   Master IL: Learning Standards, 1997, Early Elementary, 27.A Classroom
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Roles of artist and audiences
The learner will be able to identify and demonstrate the qualities of good audience behaviors; Share comments in a positive manner about a performance and/or an art work; Name a variety of occupations (e.g., director, actor, composer, conductor, painter, sculptor, dancer, choreographer) associated with different art forms.
Strand Bloom's Scope Source Activities
Standard 27.A   Master IL. Performance Descriptor: 27A, Stage B Classroom
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Contributions of the arts
The learner will be able to give examples of how the arts are used in celebrations; Describe how the arts tell us things in different ways (e.g., dance/movement, music, visual image, story); Give examples of personal experiences in the arts outside of school.
Strand Bloom's Scope Source Activities
Standard 27.A   Master IL. Performance Descriptor: 27A, Stage B Classroom
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Standard 27.B
The learner will be able to understand how the arts shape and reflect history, society and everyday life.
Strand Bloom's Scope Source Activities
Standard 27.B   Master IL: Learning Standards, 1997, Early Elementary, 27.B Classroom
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Connections
The learner will be able to identify the images, objects, sounds, and movements from a work of art and describe what they tell about people, time, places, and everyday life.
Strand Bloom's Scope Source Activities
Standard 27.B   Master IL. Performance Descriptor: 27B, Stage B Classroom
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