Tag Archives: grade 2

Grade 2 Student

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-

Generalconstruct sculpture from found objects; create realistic forms such as animals

Brushwash brush between col rs
Claycreate sculptures; roll coils; make a slab with a roller; make pinch pots; apply glazes

Equipmentunderstand and use safe practices, assist in getting materials out and putting them away

Paintmix two colors of tempera paint to make a third color; control paint to make a variety of lines

Pencil, crayon, charcoalcreate 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 Artssequence 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.

Mathematicspatterns; 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.

Art Skills

Art Skills Curriculum for Grade 2

Developing Practical Knowledge In the Visual Arts

Students will explore elements and principles of the visual arts, using a variety of techniques, tools, materials, processes and procedures.

                                ●  Acheived practical knowledge
O  Developing practical knowledge

 

Techniques

  • Holding paintbrushes correctly
  • Blending paints
  • Wiping and washing brushes between colour applications
  • Cutting and gluing
  • Application of paints
  • Inking and printing from an incised print
  • Application of paper-mache

Tools

  • Paintbrushes
  • Palettes
  • Scissors
  • Rulers
  • Hole punch
  • Stapler
  • Printing rollers

Materials

  • Pencils
  • Markers
  • Glue
  • Paper
  • Watercolour paint
  • Acrylic paint
  • Craft materials

       O Printing ink
       O Polystyrene tray

Processes and procedures

  • Drawing
  • Painting using acrylics
  • Crayon and dye
  • Colour mixing and over-painting
  • Collage
  • Designing
  • Creating

       O Paper-mache
       O Incised printing

Printmaking: Bandana Prints with Stamped Designs

Purpose: To create a repeat stamped design on paper with a bandana theme.

Materials: 12″ (30 cm) square red and blue construction paper; thick white and black paint in trays; assorted objects and sponges for stamping, such as cardboard tubes, pencils with eraser tips and cardboard pieces for stamping straight lines; examples of bandana designs.

Process: Provide background information on the bandana: the word “bandana” is Spanish in origin; the bandana was originally used to protect a cowboy’s face from wind and rain. Display and discuss several examples of bandanas with different designs. Introduce design concepts. Demonstrate working in quadrants by starting the design from each of the four corners. Symmetry is established through ex­act repetition in all four quadrants. Stamping with both straight and curved forms creates variety. Interesting straight lines can be made by stamping the edges of pieces of corrugated cardboard. Students should complete all the white stamping first and then move to the black paint for final additions or accents.

Critique for craftsmanship and effectiveness of design. All students can feel successful with this project. A great variety of individual de­signs can be created, even with the use of common tools for stamping.

Movable bits of color collage

OBJECTIVE: Students will learn about color combinations and color theory through the overlapping and combining of colored tissue papers.

MOTIVATION: The collage technique can be traced back to the centuries old art of paper cutouts. Today, collage is viewed as a sophis­ticated art form. Pure paper collages have no three-dimensional elements at all. Our class used the pure paper collage method and combined glue-under and glue-over techniques.

PROCEDURE: The students brought in differ­ent sizes and varieties of leaves. Using white paper, each student drew at least three sizes and varieties of leaves, paying special atten­tion to the curves and turns in the leaf shapes.

Next, they cut out the white leaf shapes and laid them on tissue paper. Some of the students chose to use all of the tissue paper colors; some chose certain color families to evoke a certain mood. The students cut out the colored tissue paper leaves and stuck them to a white background paper using gel gloss. (A bit of gel gloss should be applied to the paper. Then, the tissue paper leaf should be laid down and more gel gloss should be painted over the top.) The students should experiment with overlapping and turning the tissue paper leaves in different directions to find the most pleasing arrangement. The students cut around the natural shape of the leaves leaving a slight border then mounted their work on colored paper for a finished product.

EVALUATION: Did the students gain an understanding of how new colors are created by the overlapping of translucent papers? Were the students able to manipulate the elements to achieve pleasing arrangements?

Design: Control Panels

Some second grade children no longer take machines for granted because of a curriculum unit, which developed their awareness of man-made objects through the study of basic geometric shape and form in our environment.

The book Machines, by H. Rockwell, was read to the students to spark their interest. Specific attention was given to defining man-made and looking at machines pictured in the book. Much discussion and questioning followed and the children were eager to list machines they had already used that day; toaster, stove, electric toothbrush, refrigerator, radio , TV. hair dryer and car or bus. From the book’s pictures, the children were able to pick out the basic shapes of gears, levers, wheels, construction equipment and household appliances, and distinguish among machines run by gas or electricity or self-propelled.

To introduce the activity, children were shown a very large picture of a Beechcraft airplane control panel. They were amazed by the complexity of the controls and eagerly pointed out the geometric shapes visible in dials, switches and levers.

The children were given magic markers, 9″ ‘ 12″ (23 cm * 30 cm) colored construction paper and a surprise bag of ten assorted objects (buttons, drinking straw pieces, loam pieces, paste sticks and the like. They were then asked to design a control panel for a machine that would do a chore they liked or disliked doing. The surprise bag served as a great motivation for the children to fill their papers with shapes. Most used the three-dimensional objects to represent dial hands, on/off switches, levers, etc.. but some very inventive students stood the objects on end, created design patterns and simple three-dimensional constructions.

Express Yourself

An Inquiry Into:

  • The thoughts, feelings and ideas we have can be interpreted these through facial expressions

Objectives:    

  • The student will create a Facial Portrait emphasising a particular expression, emotion or feeling
  • To develop deeper understanding of the emotions expressed and related vocabulary

Lesson/Project/Activity         Clowns (or a cultural or personal character)

(Duration – two lessons)
Look at sample sheets of facial expressions using only eyes and mouth –
Using a sample of simple lines suggesting a specific expression as a stimulation, students create their own model students developed a more complete portrait.
Students create chosen expression and view themselves in a mirror during lesson – or simply to get started. As drawing is developed keep portrait in the chosen character, emphasising the feelings and facial expression.
Flip up tags: At the completion of project student will create a flip up tag. Inside will be written the emotion or feeling depicted – with an invitation to OPEN.

Art skills Emphasised:

  • observation and proportion
  • sketching & drawing skills,
  • colouring,

Materials:      

  • Facial expression resource sheet
  • mirrors
  • Pencils, markers, crayons

Elements & Principals of Art:         

  • Line, Shape, Colour, Proportion, emphasis

Art History

  • Munch – powerfully expressive works, eg clowns, Picasso

 Assessment:    (informal)

  • Students find a way to self assess by inviting peers and teachers to guess the emotion depicted (visit another class for assessing Or take a walk to where they are displayed)
  • Variation – record responses from a class group on a numbered sheet  (graph results? In math?

Architecture: Interiors

A lesson called Interiors introduced design principles to first graders. The week before we started, we talked about exploring dif­ferent kinds of lines on paper, arranging lines to make a pattern, exploring differ­ent shapes on paper and using color rep­etition in a pattern with shapes or lines.

I ask the students where they might see patterns. Although fascinated with patterns on each others’ clothing, someone always mentions wallpaper. At this point, I tell them what an interior designer is and that we will be designing our own rooms.

Starting with a horizontal line about a third of the way up on 9″x12″(23×30 cm) paper, students add windows, pictures on the walls, rugs, etc. I demonstrate a pattern on my wall using thin markers. With first graders, it’s best to keep the pattern simple, to encourage them to leave space between elements and to add lots of detail. I suggest ways to do the floor: carpet (oil pastels), checkerboard linoleum (wide markers), braided rug (thin markers), etc.

Designers must also decide how to finish the room with curtains and furniture and usually work with a color scheme, which means students should repeat colors in the wallpaper in their furniture and curtains. Most students choose a living room or bedroom.

I demonstrate how to cut simple curtains out of fabric. We discuss kinds of furniture and I demonstrate ways of drawing couches, chairs and beds.

Students add details like fuzzy squares for pillows and foil paper for mirrors and some students decided to add people and animals. Even though our worktables were cluttered with materials, it didn’t seem to bother the children. The quality of their work went way beyond my expectations.