Elementary Visual Art
Grade 2
Curriculum Committee M
embers
Denise Curtis, Lusher Elementary
Matt McClellan, Special Areas Curriculum Coordinator
Reviewed by Elementary Art Teachers on December 6, 2016
Reviewed by Curriculum Advisory Committee on December 14, 2016
Approved by the HSD Board of Education on June 20, 2017
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TABLE OF CONTENTS
Elementary Visual Art
Grade 2
Hazelwood Schoo
l District Mission Statement ............................................. 3
Hazelwood School District Vision Statement ................................................ 3
Hazelwood School District Goals ................................................................... 3
Curriculum Overview .................................................................................... 4
Course Overview ........................................................................................... 5
Visual Arts Curriculum - Unit 1 ...................................................................... 8
Visual Arts Curriculum - Unit 2 .................................................................... 29
Visual Arts Curriculum - Unit 3 .................................................................... 52
Visual Arts Curriculum - Unit 4……………………….……………………………..………....73
Appendice
s…………………………………………………………………………………………………X
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Hazelwood School District
Mission Statement
We are a collaborative learning community guided by a relentless focus to ensure
each student achieves maximum growth.
Vision Statement
HSD will foster lifelong learners, productive citizens and responsible leaders for an
ever-evolving society.
Board of Education on January 5, 2010
Goals
Goal # 1: Hazelwood students will meet or exceed state standards in all curricular
areas, with emphasis in reading, writing, mathematics, science and social studies.
Goal # 2: Hazelwood staff will acquire and apply the skills necessary for improving
student achievement.
Goal #3: Hazelwood School District, the community and all families will support
the learning of all children.
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Curriculum Overview
Elementary Visual Art
The Elementary Art (K-5) Curriculum is aligned with the Visual Arts Grade Level Expectations
(GLE’s) published by the Missouri Department of Elementary and Secondary Education (DESE),
and the National Core Arts Standards, where applicable. The standards provide minimum
benchmarks, indicating what students should be able to know and do upon completion of each
unit.
At each grade level, students should be able to demonstrate the GLEs from previous years, as
well as those specified for the current grade. Emphasis is placed on skill refinement and
increasing control of each media. Students are expected to grow in their ability to select art
materials which are best suited for creatively communicating their ideas. Curriculum activities
will expose students to drawing, painting, collage materials, printmaking, fibers, clay, creating
three-dimensional media, and art appreciation.
Exposure to the works of famous artists and the arts and crafts of artisans from many cultures
plays an integral role in curriculum design.
The assessments are required; the activity guides are intended to be open ended, allowing
each art teacher to implement the standards in her/his own way. The suggested activities and
projects are not intended to represent the only possible outcomes but rather a model from
which teachers can explore and implement additional resources that will meet individual
student needs.
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COURSE TITLE: Elementary Visual Art
GRADE LEVEL: 2
nd
Grade
CONTENT AREA: Visual Art
Course Description:
In second grade art, students will continue to explore and build upon communicating ideas
through artworks by selecting and applying media techniques and processes, subject matter,
and themes; communicating ideas through artworks by selecting and applying art elements
and principles; responding aesthetically to artworks based upon their personal experience
and cultural values; exploring how art is connected to performing arts, math, science, and
social studies; understanding the role and functions of art history and culture.
Course Rationale:
Creation and problem-solving is at the heart of the visual arts curriculum. Students learn to
work with various tools, processes, and media. They learn to make choices that enhance the
communication of their ideas. Students learn to make critical judgements as they develop
aesthetic perceptions by interacting with works of art and becoming knowledgeable about
history and world culture.
Course Scope and Sequence
Unit 1: Elements and Principles
Product/Performance
Elements and Principles
Historical and Cultural Connections
• 1A: Color (4 class periods)
• 1B: Value (6 class periods)
Product/Performance
Elements and Principles
Historical and Cultural Connections
Interdisciplinary Connections
• 2A: Paper Weavings (4 class periods)
• 2B: Low Relief (1 class period)
Unit 3: Form and Space
Product/Performance
Elements and Principles
Interdisciplinary Connections
Historical and Cultural Connections
• 3A: Form/Pattern (5 class periods)
• 3B: Space/Landscape (5 class periods)
Product/Performance
Elements and Principles
Artistic Perceptions
Historical and Cultural Connections
• 4A: Still Life (3 class periods)
• 4B: Buildings (4 class periods)
• 4C: Egypt (4 class periods)
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Unit Objectives:
Unit 1:
1. Students will paint lines with control of the brush.
2. Students will identify and use zigzag, dotted, and wavy lines.
3. Students will clean paint brush before changing colors.
4. Students will mix 2 colors to create a third color.
5. Students will identify and use secondary colors.
6. Students will change pressure to create 2 values using crayon or pencil.
7. Students can identify and use light and dark values.
8. Students will compare and contrast 2 artworks on use of media.
Unit 2:
1. Students will identify works of art from the United States.
2. Students will explain the connection between American Indian culture and art.
3. Students will identify works of Native American art.
4. Students will create a paper weaving using a plain weave (over, under, alternating rows).
5. Students will manipulate paper to create a low relief (Curling, folding, tearing, and cutting).
6. Students will use modeling material to roll coils and flatten into a slab.
7. Students will identify and use actual texture.
8. Students will compare and contrast 2 artworks on the purpose of art in culture.
9. Students will identify and use color contrast.
10. Students will compare and contrast 2 artworks on use of line, color, shape, and texture.
Unit 3:
1. Students will identify and use geometric forms: sphere, cube, cylinder, and cone.
2. Students will identify and use geometric shapes.
3. Students will identify geometric shapes and forms, real textures, and contrast/variety o
f
c
olors in artworks.
4. Students will identify and create a complex pattern.
5. Students will relate patterns in music to patterns in art.
6. Students will create an original landscape.
7. Students will identify and use foreground and background to create the illusion of space.
8. Students will create original artwork that communicates ideas about nature.
Unit 4:
1. Students will create an original still life from observation.
2. Students will design a building that serves a function in the community and includes buildin
g
p
arts.
3. Students will create original artwork that communicates ideas about places.
4. Students will compare and contrast 2 artworks on subject matter.
5. Students will compare and contrast 2 artworks on theme.
6. Students will identify works of art from Egypt.
7. Students will explain different responses you have to different artworks.
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Essential Terminology/Vocabulary
Unit 1: Line, zig-zag, wavy, dotted, secondary colors, value, tints, shades, pressure.
Un
it 2: Line, Pattern, Rows, Loom, Warp, Weft, Native American, manipulate, low relief, curling,
folding, tearing, cutting, coils, slabs, texture, kiln, greenware, bisque firing, glaze, purpose
Un
it 3: geometric shapes, geometric forms, sphere, cube, cylinder, cone, complex patterns, texture,
contrast, variety, landscape, foreground, middleground, background, horizon line, space, illusion,
nature
Unit
4: still life, hierarchy, proportion, placement, overlapping, observation, design, function,
community, subject matter, theme, architecture, architects, Egypt
Approved Course Materials and Resources:
Available resources to internet and images listed in units.
Tullet, H., (2014) Mix it Up! New York: Chronicle Books LLC
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