Curriculum Guide Grade Level: 2 Subject/Course: Art
September/October
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Introduce Drawing Studio
Introduce Painting Studio
Art room behavior (per GLAD)
 We demonstrate respect
 peers, materials, visitors
 We solve problems
 social
 art related
 We make good decisions
Care and use of drawing pencils, crayons,
markers, colored pencils, erasers, pencil
sharpeners, including cleanup procedures.
Care and use of painting media, including
watercolor, wet and dry tempera, watercolor
pencils, brushes, water cups, aprons, including
cleanup procedures
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Drawing using a variety of drawing media and
paper types
November
December
Introduce Collage Studio
Introduce 3D Studio
Continue with earlier studios
Introduce Fabric Arts Studio
Introduce Printing Studio
Introduce Clay Studio
Continue with earlier studios
Art room behavior (per GLAD)
 We demonstrate respect
 peers, materials, visitors
 We solve problems
 social
 art related
 We make good decisions
Art room behavior (per GLAD)
 We demonstrate respect
 peers, materials, visitors
 We solve problems
 social
 art related
 We make good decisions
Care and use of collage media, including
different weights and colors of paper, magazine
pictures, scissors for varied purposes, glue sticks
and liquid white school glue, hole punches,
stamps and ink, doilies, special papers
First level weaving: over and under, random
color patterns using big loom, paper weaving
with recycled paper (Ss choose colors and
progress from pre-cut looms to self-creation)
Beadwork using beads, buttons, and string or
pipe cleaners
Recycle and reuse colored paper scraps
Create collage pictures, masks, paper puppets,
and kites
Ojos de dios – beginning with X pattern model,
teach knotting and winding pattern, extending
to double X pattern if students are ready. Intro
to sewing: threading and knotting needle, whip
and running stitches
Using paintbrushes appropriately
Care and use of 3D tools, including cardboard
scissors, school glue, and masking tape.
Using watercolors and tempera cakes
appropriately
Explore recycled art, generate collections at
students' homes.
Mixing colors appropriately, including creation of
secondary colors from primary
Intro basic fastening: tape, glue, brads, holes
and string.
Responds to stories and puppets with paintings,
generates and creates own ideas for artwork
Practice categorizing skills needed for adequate
cleanup
Printing techniques: stamping, monoprints, use
of brayer, sharing color stations, as well as safety
caution about volume of paintbrushes
Knot tying: half hitch, square knot, granny knot,
and loop
Shelton School District
2009-2010
Different types of clay (natural vs. play dough or
modeling clay) properties (fragile when in
greenware stage, needs to be “baked” to be
strong) attachment methods, use of glazes and
clay paints
Use of clay tools, clean up and safety
Core Curriculum: Art
Curriculum Guide Grade Level: 2 Subject/Course: Art
2009-2010
procedures, what do do with finished and
unfinished projects
1. 1. The student understands and applies
arts knowledge and skills.
G 1.1 Student remembers, applies and creates the
L visual arts elements of line, shape, form, color,
E value, texture, and space in the production of a
work of art.
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1.4.1 Student remembers and applies audience
/ conventions according to setting and culture
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4.5 Follows directions when prompted on
assigned tasks
Introduction to art studios
Practice finding seating “spot”
Hand signals for quiet,
appropriate vocal levels for studio work,
listening to stories, traversing hallway
Practice clicking markers, finding and
stowing materials
Sharing 101
1.1.2 Remembers, applies, and creates the
visual arts elements of line, shape, form, color,
value, and space in the production of a work of
art.
1.1.2 (as before)
Uses and produces shapes and forms in
combination with other art elements in a variety
of styles, art forms, media, and subject matter.
Constructs two dimensional shapes in artworks
4.2.1 Remembers skills, concepts, and
vocabulary common to the arts and other
content areas.
Recognizes how arts concepts occur in other
content areas
Practice layering, appropriate use of glue, and
careful cleanup. Introduce “paper tape”
3.2.1 Applies, analyzes, and creates visual
artworks that communicate for a specific
purpose.
Creates visual artworks in a variety of media to
communicate for a selected purpose with
teacher support and direction.
Notice patterns in collage construction,
drawings, or paintings
Practice careful application and use of paints and
brushes, model complete cleanup with shared
teamwork
Shelton School District
Core Curriculum: Art
Curriculum Guide Grade Level: 2 Subject/Course: Art
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Teacher observation
Completed drawings
Student portfolio
Shelton School District
Teacher observation
Completed paintings
Student portfolio
2009-2010
Teacher observation
Completed artwork
Student portfolio
Core Curriculum: Art
Curriculum Guide Grade Level: 2 Subject/Course: Art
January
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Integrate studios and continue to add
techniques to students' repertoire
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1.2.1 Remembers and applies visual arts
techniques to create original works of art in two
and three dimensions.
Art room behavior (per GLAD)
 We demonstrate respect
 peers, materials, visitors
 We solve problems
 social
 art related
 We make good decisions
Explores art tools and processes
Uses a step by step process to create
two/three dimensional objects and
artworks.
3.3 The student identifies personal aesthetic
choices
Shelton School District
February
2009-2010
March
Integrate studios and continue to add
techniques to students' repertoire
Integrate studios and continue to add
techniques to students' repertoire
Art room behavior (per GLAD)
 We demonstrate respect
 peers, materials, visitors
 We solve problems
 social
 art related
 We make good decisions
Art room behavior (per GLAD)
 We demonstrate respect
 peers, materials, visitors
 We solve problems
 social
 art related
 We make good decisions
1.2.1 (as before)
1.1.7 Applies, analyzes, and creates
repetition/pattern, contrast, variety, balance,
movement, rhythm, proportion,
emphasis/dominance, and harmony/unity in a
work of art.
Uses a step by step process to create two/three
dimensional objects and artworks.
Explores making lines and textures using a
variety of art tools as well as hands and fingers.
Selects, uses, and produces artwork, using
principles of design, focusing on harmony and
unity.
Core Curriculum: Art
Curriculum Guide Grade Level: 2 Subject/Course: Art
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Teacher observation
Completed paper sculptures
Student portfolio
Shelton School District
Teacher observation
Photographs of works in progress
Student portfolio
Teacher observation
Completed works of art
Student portfolio
Core Curriculum: Art
2009-2010
Curriculum Guide Grade Level: 2 Subject/Course: Art
April
May
2009-2010
June
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Integrate studios and continue to add
techniques to students' repertoire
Integrate studios and continue to add
techniques to students' repertoire
Integrate studios and continue to add
techniques to students' repertoire
Art room behavior (per GLAD)
 We demonstrate respect
 peers, materials, visitors
 We solve problems
 social
 art related
 We make good decisions
Art room behavior (per GLAD)
 We demonstrate respect
 peers, materials, visitors
 We solve problems
 social
 art related
 We make good decisions
Art room behavior (per GLAD)
 We demonstrate respect
 peers, materials, visitors
 We solve problems
 social
 art related
 We make good decisions
Extend studio practice via demos drawn from
children's interests.
Extend studio practice via demos drawn from
children's interests.
Extend studio practice via demos drawn from
children's interests.
Select pieces from portfolio for public exhibit,
either at school or in Spring Art Show
Create annual art exhibit, attend, and respond
to student's own art and art of others.
Participate in annual cleanup/sorting/storing,
and summer preparation of art studios
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1.4 Demonstrates how to focus attention
2. The student demonstrates thinking skills
using artistic processes of
performing/presenting and responding in dance,
theater and visual arts.
2. (as before)
Complete final portfolio review and take it
home.
1 — Visual Arts: The student understands and
applies arts knowledge and skills in dance,
music, theater and visual arts.
2.2.2. Applies a performance process in visual
arts. (Identifies, selects, analyzes, interprets,
practices, advises, adjusts, refines, presents,
exhibits, produces, reflects, self evaluates.)
Applies previously learned arts concepts,
vocabulary, skills, and techniques through a
creative process.
2.
Remembers, applies, and creates works of
art using the creative process with teacher
direction.
Presents works of art to others in the school and
community.
2.2.3. Applies a responding process to a visual
arts presentation/exhibit. (Engages, describes,
Shelton School District
Component 1.3: Understands and applies visual
arts genres and styles from various artists,
cultures and times.
1.3.1. Uses visual thinking skills to discuss a
variety of artwork.
Explains why people make artwork for many
different reasons.
Core Curriculum: Art
Curriculum Guide Grade Level: 2 Subject/Course: Art
analyzes, interprets and evaluates)
Engages the senses actively and purposefully
while experiencing visual arts.
Finds meaning based on personal experiences.
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Art gallery behavior – why we exhibit, who is
our audience, how do we choose a piece of
work for display
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Teacher observation
Revised October 10, 2010
Shelton School District
Core Curriculum: Art
2009-2010