SECOND GRADE ART
I. Perception and Response
Students become more aware of the sensory and expressive properties of artworks and other objects in their environment. As their own experiences with media increase, and as they look at art created by themselves and others, including professional artists, they see and talk about:
- Various characteristics of lines, shapes, colors, texture and space in works of art and in the environment.
- Rhythm and pattern in works of art.
- Simple shapes that make up more complex forms.
- Spacial relationships (over, under, in front, behind, far, etc.)
- Expressive characteristics such as delicate and coarse.
- Varieties of imaginative images of a single object.
Additional awareness develops through experiences such as:
- Undirected painting.
- Group work on murals.
- Drawing or painting details of the environment, out of doors.
Student use these terms:
| paint |
original |
clay |
course |
| poster |
reproduction |
ceramics |
delicate |
| banner |
sketch |
sculpture |
feathery |
| collage |
models |
calligraphy |
furry |
| drawing |
practice |
photography |
rhythm |
| puppets |
theater |
loom |
repeat |
II. Art Heritage
Students learn that artworks are historical documents. They visit an art museum. Through looking at art, listening to discussions, and talking, and writing, they:
- Become familiar with art forms from at least two cultures represented in their classroom.
- Learn about mythological animals in art from India and masks from Africa.
- Become acquainted with the lives and works by these artists:
| Paul Cezanne |
Roy de Forest |
Wang Hui |
Horace Pippin |
| Marisol |
Pablo Picasso |
Diego Rivera |
Jan Vermeer |
III. Asthetic Valuing
Students reflect on experiences of seeing and making art. Referring to properties and/or subject matter seen in artworks, they talk about:
- Similarities and differences seen in sculptures and paintings of the same subject.
- How a work of art makes them feel, identifying at least one property seen in the work that leads to their feeling.
- How artmaking activities are different from other activities they enjoy.
IV. Creative Expression
Students communicate observations, feelings, ideas and experiences about things in their own world. They create art based on real events, activities and places as well as their imagination, developing skills:
| Drawing |
crayon, pencil, felt pen, and brush (with ink or paint)
- depict action in people and animals
- use different vantage points
- portray details of recollections and observations
- create a mood (scary, happy, excited, quiet, etc.)
|
| Painting |
tempera paint; watercolor
- wet paint on dry paper
- wet paint on wet paper
|
| Color |
review of mixing secondary colors; tertiary colors (e.g., yellow orange); warm and cool colors |
| Printmaking |
monoprints |
| Cutting |
radial designs; on folds to make symmetrical shapes, with or without lines; more than one thickness, without lines |
| Folding |
even and uneven devisions |
| Designing |
alternating repeated motifs |
| Construction |
masks from paper; constructions from wood and glue |
| Puppets |
stick puppets |
| Modeling |
with clay or dough; constructions from slabs; textures |
| Fastening |
use of paste, glue and tape |
| Weaving |
subactive or mesh weaving with large needles |
| Showing |
In classroom, school and district displays |
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