Arts Curriculum Guide
Visual Arts
Grade 2
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| 1
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| Describe the use of basic art elements in their work (color, line, shape, value, texture). | Facilitate class discussion of the use of basic art elements
in a variety of art works (masterpiece, book illustrations, student work, calendars).
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Listen to different kinds of music, drawing a variety of lines that capture the rhythm and feel of the music. | Teacher assessment of student discussion. | Analyze a comic strip from a Sunday paper and describe the use of line, color and shape within it. | - Sunday newspapers - Collage by Robins & Steele (Kingfisher Step-by-Step books) - Exploring Art Masterpieces with Young Learners by Rhonda Graff Silver - Superdoodle Series from the Learning Works |
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| 2
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| Mix primary colors to make secondary colors and organize the colors to create a color wheel. | Demonstrate color mixing using tempera paint. | Create a symmetrical butterfly by mixing primary colors to create secondary colors. | Teacher observation.
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Demonstrate color mixing using tempera paint. Read and discuss Color by Ruth Heller. | - Color by Ruth Heller - Guiding Young Artists by Gaelene Rowe
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| 3
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| Use line to represent value and texture. | Model techniques that artists use to make variations of line to create value, patterns, and texture. | - Create crayon rubbings on paper from various objects in the
classroom. - Paint over them with watercolor to create texture painting.
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Teacher observation.
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Create a simple weave with contrasting colors. | - Guiding Young Artists by Gaelene Rowe - Hooked on Drawing by Sandy Brooke
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| 4
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| Identify simple and geometric shapes as they occur in the environment and incorporate a variety of shapes in their artwork. | Play game of I Spy, encouraging students to recognize various geometric shapes within their environments. | Students draw the outside of their houses using many geometric shapes. | Teacher observation.
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- Create a cutout with templates of animals, foods or things
from nature. Trace and cut from fabric swatch and then mount on oaktag. - The Art of the Swan activity from Zounds!, p. 3.
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- Exploring Art Masterpieces with Young Learners by
Rhonda Graff Silver - Guiding Young Artists by Gaelene Rowe - Zounds!
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| 5
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| Apply knowledge of facial structure needed to show
expression.
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- Demonstrate how to depict expressions or emotions by
changing facial features. - Magic, Masks and Mystery activity from Zounds!, p. 16. |
- Cut out a large face shape and glue it to a background. Use
crayon to draw facial features to show a feeling. - Laminate face shape and use washable marker to change expression(s). |
Teacher assessment of student discussion. | - Create a variety of eyes, brows, and mouth shapes to use
interchangeably on a large blank face. Arrange and rearrange to show changes in emotions. - Design faces with computer program Facemaker. - Create a feelings bulletin board with faces and appropriate vocabulary words as labels. Goal would be to have as varied a list as possible.
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- Facemaker - Guiding Young Artists by Gaelene Rowe - Exploring Art Masterpieces with Young Learners by Rhonda Graff Silver - Zounds!
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| 6
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| Demonstrate an understanding of simple perspective using foreground, middle ground, background, and sky meeting the horizon line. | Explain use of foreground, middle ground, background, and horizon line to create depth in a composition. | Create a landscape in chalk or pastels, using the bottom of the paper to show things in detail that might be nearer them. Fill in the rest of the space, showing things that look farther away, smaller, and lighter in color. | - Teacher observation. - Label orally or in writing foreground, background, horizon. |
- Apply skill in foreground/background by choosing (a)
shape(s). Cut out several samples of that shape. Demonstrate contrast by glueing shapes to
several different colored backgrounds. - Identify, share, and describe book or calendar illustrations that have foreground, background, horizon line, and middle ground.
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- Exploring Art Masterpieces with Young Learners by
Rhonda Graff Silver - Guiding Young Artists by Gaelene Rowe
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| 7
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| Demonstrate a basic understanding of balance and symmetry.
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- Demonstrate simple balance and symmetry and its application
in visual arts. - Generate list of objects that have symmetry. - Demonstrate the line of symmetry. |
Make prints from fruits or vegetables that, when cut in half, show radial balance. | Teacher observation. | - Make a folded paper cutout design. Mount, draw, and label
the line of symmetry. - Computer program Mirror Symmetry by Tenth Planet - Use Legos or pattern blocks to create a design that incorporates balance and symmetry. |
- Mirror Symmetry by Tenth Planet - Exploring Art Masterpieces with Young Learners by Rhonda Graff Silver - Making Prints by Deri Robins (Kingfisher Step-by-Step) - Eco-Art by laurie Carlson |
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| 8
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| Demonstrate in personal artwork knowledge gained from other
disciplines.
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Facilitate class discussion of the use of basic art elements in a variety of art works (masterpiece, book illustrations, student work, calendars). Relate to knowledge from math, science and social studies. | - Create a mask in the style of the False Face Society of the
Iroquois Native American tribe. - Cut an oval from construction paper. Decorate it with found materials and construction paper scraps. Attach yarn for hair. |
Teacher observation. | Create an original art piece that demonstrates an understanding of concepts from either literature, math, science or social studies. Share with class. | - World Cultures Through Art Activities by Dindy
Robinson - Art Through Children's Literature by Debi Englebaugh - Hands Around the World by Susan Milord - More Than Mocassins by Laurine Carlson
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Return to Visual Arts Curriculum Guide