Second Grade - Arts

Students respond to/investigate an image, a rhythm, a dance, or media using an inquiry-based set of questions. Questions might lead students to perceive or determine what message and/or mood is being communicated. Suggested thinking routines:

• What makes you say that?
• Think, Puzzle, Explore

Using music, sound, text, objects, images, and symbols, students in second grade create and/or perform art that expresses personal meaning. Students begin to organize their creations through hierarchies or compositions; they tell stories with a beginning, middle and clear end. Students have an awareness of themselves and others in space, they explore suggestions and make choices and start to discuss and reflect on their choices during the creative process. 

Second-grade students are now describing connections between arts, society, and culture. When presenting or performing their own body of art/design, songs, performances, or dances, students share their ideas and process. Students are asked open-ended prompts, “When is creative work ready to share?” “How did this dancer work with their space and time to communicate their story?” Second-grade students talk about the meaning of their work, why they made it, and describe personal connections. 

Students listen when others speak and watch others perform as they participate by being an audience member. Second-grade students perceive and describe the aesthetic characters of what they’re seeing/hearing (mood, tone, movement, artist’s message). Students take time to describe their lives and create works of art about events in home, school, or community life. Students start to note what effect different art forms have on their mood, thoughts, and energy levels. 

Students come together to make one artwork or performance. Students are brainstorming to generate new details and multiple approaches. They are considering multiple ways to create, and appreciate different approaches and the variety of ideas coming from classmates. Groups of students are investigating and collaborating to generate new ideas - taking risks and experimenting with various materials and tools to explore personal interests. 

At the beginning, middle, and end of the time, students respond to open-ended questions, use turn-and-talk, gallery walks, and closing circles to view, celebrate and ask questions about peers' work. They also have moments to pause and also reflect on their own process. Closing discussions: “Tell me about what you created” What did you notice when you say your classmates’ work? When your classmate made music, what made you go wow? What surprised you? What would you do differently next time?”