visualarts2eva

= Visual Arts - Grade 2 = = Elements of Visual Arts =

//It is expected that students will:// || Suggested Achievement Indicators //The following set of indicators may be used to assess student achievement for each corresponding prescribed learning outcome. Students who have fully met the prescribed learning outcome are able to:// || - colour - shape - line - pattern - symmetrical balance || identify examples of the use of colour, shape, line, pattern, and symmetrical balance in images viewed in the class, school, and community
 * Prescribed Learning Outcomes
 * identify the use of specific elements and principles in images and in natural and human-built environments, including

use descriptive language to identify the characteristics of individual visual elements (e.g., geometric and organic shapes, symmetrical balance)

suggest reasons for the use of elements and principles in their own and others’ works (e.g., colour choices in pictures to create a desired emotional effect, flowing lines can depict smoothness or peacefulness, jagged or sharp lines can depict anger or fear, pattern can to imply repetition and continuity) ||
 * create images using colour, shape, line, pattern, and balance to produce a particular effect || create images using that demonstrate the use of colour to produce a particular effect (e.g., combining colours, adding white to lighten a colour)

create images using that demonstrate the use of shape to produce a particular effect (e.g., organic shapes to create a Matisse-like image, geometric shapes to create a Mondrianlike image)

create images using that demonstrate the use of line to produce a particular effect (e.g., continuous line drawing)

create images using that demonstrate the use of pattern to produce a particular effect (e.g., weaving)

create images using that demonstrate the use of symmetrical balance to produce a particular effect (e.g., mask, butterfly)

describe the elements and principles they used in their work (e.g., “I used the colours .........and .......... in this painting because ...................”) ||
 * identify safe and environmentally sensitive use of materials, technologies, and processes || identify safety considerations for the use of materials, technologies, and processes (e.g., using scissors and other cutting tools with care, hazard symbols, asking for help or supervision)

demonstrate an awareness of environmental considerations for the use of materials, technologies, and processes (e.g., using recycled materials and found objects, not disturbing the environment when collecting natural materials)

demonstrate appropriate set-up, use, clean-up, and storage procedures for the materials, technologies, and workspaces they use ||

|||||||| **Organisers** ||
 * Visual Arts
 * **Kindergarten** || Exploration and Image Creation || Elements of Visual Arts || Context || Presenting Visual Arts ||
 * **Grade 1** || Exploration and Image Creation || Elements of Visual Arts || Context || Presenting Visual Arts ||
 * **Grade 2** || Exploration and Image Creation || Elements of Visual Arts || Context || Presenting Visual Arts ||
 * **Grade 3** || Exploration and Image Creation || Elements of Visual Arts<span class="wiki_link"> || Context<span class="wiki_link"> || Presenting Visual Arts<span class="wiki_link"> ||
 * **Grade 4** || Exploration and Image Creation || Elements of Visual Arts || <span class="wiki_link"> Context || Presenting Visual Arts<span class="wiki_link"> ||
 * **Grade 5** || Exploration and Image Creation<span class="wiki_link"> || Elements of Visual Arts<span class="wiki_link"> || Context<span class="wiki_link"> || Presenting Visual Arts<span class="wiki_link"> ||
 * **Grade 6** || Exploration and Image Creation<span class="wiki_link"> || Elements of Visual Arts<span class="wiki_link"> || Context<span class="wiki_link"> || Presenting Visual Arts<span class="wiki_link"> ||
 * **Grade 7** || <span class="wiki_link">Exploration and Image Creation || <span class="wiki_link">Elements of Visual Arts || Context<span class="wiki_link"> || Presenting Visual Arts<span class="wiki_link"> ||