The Second-Grade child
Characteristics of Second Graders-
- Welcome responsibility- the chance to show they know how to do something
- Observe more details in their surroundings (buildings, people, clothing )
- Love nature (animals), imaginary creatures, fantasy
- Are extremely self-confident; willing to tackle anything
- Are fascinated about how things work: cast les, boats, machinery
- Are open to new experiences: field trips, TV, books, movies, new clothes
- Love games, stories, dances, plays
Second Graders’ Understanding of Concepts-
- Become more aware of size relationships in comparing objects and in regard to themselves
- Become more aware that things are designed by artists (cars, clothes, kitchen items, furniture, buildings)
- Become aware of themes in artworks from various cultures
- Be able to add texture that resembles real texture, for example, half, or to incorporate real texture within a composition
- Understand that personal selections, such as clothing, reflect personal expression
- Understand that line can be used to make something appear three-dimensional
- Make geometric shapes
- Understand positive and negative shapes (may be best done with cut paper)
- Describe how atmosphere can be shown by color differences
- Observe design (pattern, balance) in natural organisms such as butter flies or insects, and in art
- Recognize differences in art media
- Introduce unfamiliar art forms and materials
What Second Grades can do with materials-
General: construct sculpture from found objects; create realistic forms such as animals
Brush: wash brush between col rs
Clay: create sculptures; roll coils; make a slab with a roller; make pinch pots; apply glazes
Equipment: understand and use safe practices, assist in getting materials out and putting them away
Paint; mix two colors of tempera paint to make a third color; control paint to make a variety of lines
Pencil, crayon, charcoal: create value by changes in pressure
Paper; use joining methods; curling; bending; scoring; folding, tearing; attaching one piece to another; weaving to create a pattern
Suggestions for Teaching Second Graders-
- Stress cooperation, sharing, an d responsibility.
- Talk about jobs that artists have-let them be designers.
- Allow them to combine found materials in sculpture.
- Show them fantasy art in hi story and encourage fantasy paintings and sculpture.
- Create a composition that uses a variety of lies: dotted, zig-zag, wavy, interrupted.
- Introduce a paint-mixing technique that uses several values (tints and shades) of one hue, such as green. Allow the use of a small amount of the complementary color (red).
- Lead them to compare and contrast two works of art, referring to subjects, the purpose of which it might have been created, the media used, and elements and principles of art.
- Help them recognize differences in art between several cultures:”Western” art (European and North American), Native American, Hispanic, and Egyptian. Caution them about not using trite symbols (suns in corners with rays, stick figures, pointy mountains, “balloon” trees).
- Have them make an origin al landscape or cityscape about their school, home, or neighborhood that creates the illusion of space (foreground, middle ground, background). Other appropriate themes are nature, countryside.
Second-Grade Content Connections-
Language Arts: sequence stories; writing books; observing details. Have them select a story that has many characters in it. They can use paper bags to make hand puppets “literary” using markers, scrap paper and doth, glitter, and glue.
Allow them to write all original play for puppets and to act in it.
Mathematics: patterns; temperature; length and area; symmetry; three-dimensional forms. Show students how to recognize differences in artworks between two-dimensional geometric shapes and three-dimensional geometric forms such as cubes, sphere s, cones, and cylinders.
Music: patterns in music and patterns in art. Have students draw to the music.
Science: geographic environments; animals in their habitats; seasonal changes; geology; human growth. Select a classification of animals, insects, or fish and discuss their habitats.
Have students draw creatures wit h a marker and cut them out. On a larger sheet of paper, they can apply torn or cut paper to make a background collage of the habitat, then glue the creatures in place.
Social Studies: neighborhoods; style variations between Western and Asian landscapes; traffic signs; changes in shelter or transportation; clothing from earlier times.
Have students make a work of art in the manner of Plains Indians (kraft paper parfleche[tote bag] decorated with symbols) or a tipi decorated with symbols. Have them make a decorative “marker embroidery” based on the style of woodland Indians, Compare the housing of the two cultures, on the basis of available resources.
Have students design a building that includes a roof, an entrance, windows, and a specific building material (brick, siding).This could be something like a filling station, a grocery store, home, city hall, a police station, or another type of community building.