Grade 2 VPA

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
YHS Syllabi
Curriculum Brochures
Curriculum Maps
YHS Program of Studies
Maine Learning Results 

Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403

Grade Two Visual and Performing Arts
Scope and Sequence


Students will be actively involved in learning experiences focused on:

Art
  • Creative Expression-Creating Art
  • Simple Perspective- Size Relationships and Overlapping
  • "Artists" Journals
  • Elements of Art- How Does it Feel? Texture
Integration:
  • Coastal Studies
  • Japan 
Criticism and Aesthetics- Looking at Art
  • Discuss the nature and value of artwork
  • Interpret and judge specific pieces of art 
  • Japanese art
  • Cultural Heritage- Living with Art Study of art and artists- Japanese art
  • Importance of visual symbols, package and product design
  • Discuss the importance of art in public places
  • Differentiate and describe subtle visual qualities in natural and created environments
Music
  • Students will be actively involved in learning experiences focused on:
  • Movement
  • Rhythm
  • Song 
  • Elements of Music
  • Introduction of written music and use of music textbook
Integrated Music Experiences:
  • Introduction to Instrument Families
  • Music of Japan
  • Slavery Music to Civil Rights 
  • Coastal Studies
  • Culminating Performance

YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: VISUAL & PERFORMING ARTS
GRADE: 2


Content Standards
Performance Indicators
Instructional Practice
Assessment Tools
Reporting Tools
A. DISCIPLINARY LITERACY: Performance indicators are described for each of the four different disciplines: Dance, Music, Theater, and Visual and performing Arts.
A. Disciplinary Literacy - Dance: Students show literacy in the discipline through understanding or demonstrating concepts, skills, terminology, and processes.
A.1. Terminology
Students identify space, time, and energy concepts.
a. Identify elements of space: high/low, forward/backward, near/far, and personal space, and wide/narrow and stretched/curled/twisted shape(s).
b. Identify elements of time: steady and fast/slow beat.
Demonstrate elements of time through movement (walking, marching, skipping, etc.)
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
c. Identify elements of energy: hard/soft, light/strong, and resting/moving.
A.2. Space
Students demonstrate space concepts including high/low, forward/backward, near/far, and personal space and wide/narrow, and stretched/curled/twisted shape(s).
Participate in square dancing
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.3. Time  
Students replicate tempo change using body movement.

Demonstrate the song through movement alone.
Express story lines through dance, drama,
Seasonal Performances
Classroom improvisation
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.4. Energy   
Students recognize and demonstrate hard/soft, light/strong, and resting/moving movements to show differences in energy qualities.
Demonstrate the song through movement alone.
Express story lines through dance, drama, and song

  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.5.  Locomotor and Non-locomotor Movement
Students identify and demonstrate locomotor and non-locomotor/axial skills.  
a. Identify the difference between a locomotor and non-locomotor/axial skills.
b. Demonstrate locomotor patterns using change in direction, level, and pathway.
c. Demonstrate non-locomotor/axial skills.
Repeat rhythmic patterns through clapping, tapping, etc.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.6. Compositional Forms
Students replicate, with a partner, the dance composition forms of copying, mirroring, leading, and following.
Demonstrate the song through movement alone.
Express story lines through dance, drama, and song
Participate in classroom improvisation, seasonal performances
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A. Disciplinary Literacy - Music: Students show literacy in the discipline by understanding and demonstrating concepts, skills, terminology, and processes.
A.1. Music Difficulty  
Students accurately perform a short musical selection, both instrumentally and vocally, while modeling proper posture and technique, alone or with others.

Listen to and sing a variety of songs that express feelings and emotions.
Explore story lines within songs.
Distinguish AB and ABA form.
Differentiate between a chorus and verses in songs.
Sing a song and then demonstrate the song through movement alone.
Express story lines through dance, drama, and song
Participate in seasonal performances
 and classroom improvisation
Experiment with tempo, rhythm, and dynamics using voice and classroom instruments to respond to teacher-posed problems.
Propose new endings or story lines and create new lyrics.
Identify musical terms: High/Low, Fast/Slow, Loud/Soft, tempo, rhythm and beat.
Interpret melody lines in context with the lyric meanings.
Listen to and reproduce songs, rhythms and movements for group and solo performances.
Perform echo singing
Perform rhythm clapping
Perform dance/movements
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.2. Notation and Terminology   Studentsidentify and read musical notation, symbols, and terminology of dynamics.
a. Read whole and half notes in 4/4 meter signatures.
Propose new endings to story lines and create new lyrics.
Identify different notations and explain what they mean.
Recognize how notation is grouped.
Compare syllables of the written word to the beats/rests of notations.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
b. Identify symbols and traditional terms referring to dynamics.
A.3. Listening and Describing
Students listen to and identify elements of music including meter and simple form and attributes including loud/soft, fast/slow, high/low, and long/short beat and steady/strong beat.
Distinguish AB and ABA form.
Differentiate between a chorus and verses in songs.
Participate in seasonal performances and
classroom improvisation
Compare major/minor modes and emotions they invoke
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.  Disciplinary Literacy - Theater: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.
A.1. Terminology  
Students identify the "who, what, where, when, and why" of a dramatic performance they have participated in or seen.
A.2. Production  
Students select or make props, costumes, set pieces, and/or puppets,  and practice using them appropriately.
A. Disciplinary Literacy - Visual Arts: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.
A.1. Artist's Purpose  
Students recognize a variety of purposes for  making art, including telling a story, communicating emotion, or beautifying functional objects.
Observe and identify  a variety of purposes for creating art.
Examine art work.

Use appropriate art vocabulary
Explore the elements of art through technology, visuals and videos
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.2. Elements of Art and Principles of Design  
Students identify features of composition.
a. Identify Elements of Art: color, form, line, space, shape, texture, and value.
Recognize and use the elements of art
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
b. Identify Principles of Design including pattern and balance.
Recognize and use the principles of design
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.3. Media, Tools, Techniques, and Processes  
Students name art media and associated tools, for multiple art forms and genres.
Identify, recognize and observe different  art tools and techniques and their special properties in multiple art forms
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B. Creation, Performance, and Expression - Dance: Students create, perform, and express ideas through the art discipline.
B.1. Communication
No performance indicator.
Although no performance indicators are stated students are expected to have instructional experiences that help them to express themselves through movement.
Distinguish AB and ABA form.

  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B.2. Sequencing  
Students develop a short dance sequence with a beginning, middle, and end.
Distinguish AB and ABA form.
Interpret melody lines in context with the lyric meanings
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B.3. Solving Challenges  
Students solve a variety of movement challenges alone or in a group.
Distinguish AB and ABA form.
Sing a song and then demonstrate the song through movement alone
Express story lines through dance, drama, and song
Participate in seasonal performances and
classroom improvisation
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B.4. Technical Aspects
Students identify possible props or costumes to enhance a short dance phrase.
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B. Creation, Performance, and Expression - Music: Students create, perform, and express through the art discipline.
B.1.  Style/Genre  
Students create or perform short musical selections of various styles and genres accurately applying selected knowledge and skills of: proper posture and technique; notation; symbols; and terminology of dynamics.
Listen to and sing a variety of songs that express feelings and emotions

Identify feelings and ideas evoked through music

Explore story lines within songs
Distinguish AB and ABA form

Differentiate between a chorus and verses in songs
Express story lines through dance, drama, and song

Participate in seasonal performances and classroom improvisation

Identify musical terms: High/Low, Fast/Slow, Loud/Soft, tempo, rhythm and beat

Interpret melody lines in context with the lyric meanings

Discuss how music is used in daily lives and/or celebrations and make personal connections

  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B.2. Composition  
Students use knowledge and skills of standard and non-standard notation, symbols, and terminology of dynamics.
Compose/create visual and non-visual patterns or notations
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B. Creation, Performance, and Expression - Theater: Students create, perform and express through the art discipline.
B.1. Movement  
Students participate in skits, puppet shows, theater games, and show and tell using movement skills.
B.2. Character  
Students demonstrate a character by participating in skits, puppet shows, and/or theater games.
B.3. Improvisation  
Students improvise through theater games by using plot, setting, and characters.
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B. Creation, Performance, and Expression - Visual Arts: Students create, express, and communicate through the art discipline.
B.1. Media Skills
Students use basic media, tools and techniques to create original art works.
Apply the elements of art and the principles of design through the manipulation of 2-d and 3-d art materials to create original art works

Identify and use the art of elements and principles of design at work in artworks.

Use appropriate art vocabulary

Identify, recognize and observe of different techniques and their special properties.

Examine artwork.

Illustrate an understanding of functions and expressive qualities of art and artists.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B.2. Composition Skills  
Students use Elements of Art and Principles of Design to create original art works.
Apply the elements of art and the principles of design through the manipulation of 2-d and 3-d art materials to create original art work
Identify and use the art of elements and principles of design at work in artworks.

Use appropriate art vocabulary

Examine artwork.

Illustrate an understanding of functions and expressive qualities of art and artists.

Use art resources appropriately
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B.3. Making Meaning  
Students create art works that communicate ideas and feelings and demonstrate skill in the use of media, tools, and techniques.
Explore the elements of art; line shape, color, form, texture, mass and space through the creation of original artwork

Use appropriate art vocabulary

Examine the elements of art; line shape, color, form, texture, mass and space through the manipulation of 2-d and 3-d art materials

Identify recognize and observe of different techniques and their special properties.

Examine artwork.

Illustrate an understanding of functions and expressive qualities of art and artists.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B.4.  Exhibition   
No performance indicator.
Although no performance indicators are stated, students may participate in the preparation of art for display and all students are expected to have instructional experiences that help them understand how art is prepared for display and why different choices related to preparation may be made.
Select art work for display
Prepare art work for display
Participate in student art exhibit
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
C. CREATIVE PROBLEM-SOLVING:
Students approach artistic problem solving using multiple solutions and the creative process.
C.1. Application of Creative Process  
Students identify and demonstrate creative problem-solving skills.
a. Students improvise to solve problems in the performing arts.
Experiment with tempo, rhythm and dynamics using voice and classroom instruments to respond to teacher -posed problems
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
b. Imagine and share possible solutions to apply to challenges in creating art.
Create new verses to a song using appropriate rhythm patterns
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
D. AESTHETICS AND CRITICISM Students describe, analyze, interpret, and evaluate art (dance, music, theater, and visual arts).
D.1. Aesthetics and Criticism  Students, observe, listen to, describe and ask questions about art forms.
a. Describe the art form by applying grade span appropriate arts concepts, terminology, skills, and processes as referenced in Standard A: Disciplinary Literacy.
Examine art across history and cultures.

Use appropriate vocabulary via: classroom discussions, art-related residencies, integrated art activities, art games, original student art, and field trips to museums.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
b. Ask questions about the art form to further understand how the artist created/performed the work of art.
Distinguish between AB and ABA form
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
c. Recognize a variety of purposes for making/performing art works, including telling a story and communicating emotions and ideas.
Explore the elements of art; line shape, color, form, texture, mass and space through the observation of art work

Use appropriate art vocabulary
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
E. Visual and Performing Arts Connections: Students understand the relationship among the arts, history and world culture; and they make connections among the arts and to other disciplines, to goal setting, and to interpersonal interaction.
E.1.  The Arts and History and World Cultures
Students identify family or community symbols and celebrations in the visual/performing arts from different world cultures.
Apply the elements of art and the principles of design through the manipulation of 2-d and 3-d art materials

Identify and  observe use the art of elements and principles of design at work in artworks

Use appropriate art vocabulary
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
E.2. The Arts and Other Disciplines  
Students identify connections between and among the arts and other disciplines.
Participate in activiries related to  to core curriculum.

Illustrate an understanding of the principle of how art is a manifestation of culture.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
E.3. Goal Setting  
Students identify choices and behaviors that lead to success in the arts.
Practice appropriate use of classroom materials
(instruments, books, props, etc.)
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
E.4.  Impact of the Arts on Life Style and Career  
Students identify the arts in life experiences.
a. Identify the activities and careers of a visual or performing artist.
b. Describe common arts activities.
c. Describe the way the arts can make people feel.
Identify feelings and ideas evoked through music
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
E.5. Interpersonal Skills  
Students identify positive interpersonal skills that impact the quality of their art and participation in the arts.
a. Getting along with others
b. Respecting differences.
Identify central themes in art works and crafts from different cultures.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
c. Working as a team/ensemble.
Present seasonal/classroom performances
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
d. Managing conflict.
e. Accepting/Giving/Using Constructive Feedback.
f. Accepting responsibility for personal behavior.
Participate in local field trips and assemblies designed to support curriculum
Recognize and demonstrate famous works of art that can be found in museums and galleries

Recognize that personal creative work and the work of famous artists has value.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
g. Demonstrating ethical behavior
Demonstrate concert etiquette both as a performer and/or a member of an audience
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
h. Follow established rules/etiquette for observing/listening to art.
Recognize famous works of art that can be found in museums and galleries

Recognize that personal creative work and the work of famous artists has value
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
i. Demonstrating safe behavior.

469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.