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Visual Arts 
 Standard 2.Knows how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art
  
Topics1. Form and aesthetics; 2. Sensory characteristics and emotive response; 3. Artistic communication and expression
   Level II (Grade K-4)
  Benchmark 2.Understands how different compositional, expressive features (e.g., evoking joy, sadness, anger), and organizational principles (e.g., repetition, balance, emphasis, contrast, unity) cause different responses
   Vocabulary terms
A.  expressive features of art
B.  organizational principles of art
C.  responding to art
  Knowledge/skill statements
  1. Understands how different expressive features of art cause different responses   
  2. Understands how different features of art can evoke joy   
  3. Understands how different features of art can evoke sadness   
  4. Understands how different features of art can evoke anger   
  5. Understands how different organizational principles cause different responses   
  6. Understands how the principle of repetition can cause a different response   
  7. Understands how the principle of balance can cause a different response   
  8. Understands how the principle of emphasis can cause a different response   
  9. Understands how the principle of contrast can cause a different response   
  10. Understands how the principle of unity can cause a different response   


Citation Log: BD(AE,34;​CI,141;​IAI,5;​IMI,11;​NE,81)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document