Finding ideas from real life
Students start the year by turning their own memories, family stories, and everyday objects into art ideas. Expect drawings and projects that look like home, the playground, or a favorite pet.
What does a student learn in
This is the year art shifts from making whatever comes to mind to making art on purpose. Students plan an idea before they start, try different materials, and go back to fix parts they want to improve. They also talk about art, their own and other people's, and explain what it might mean. By spring, students can finish a piece, choose work to display, and say a few sentences about why they made it the way they did.
- Planning artwork
- Using materials
- Revising art
- Talking about art
- Art displays
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Building skills with materials
Students practice with paint, clay, crayons, paper, and scissors. They learn how to plan a picture before they start, mix colors on purpose, and keep going when a project gets tricky.
- 3
Looking closely at artwork
Students slow down and study pictures and sculptures, including art from other times and places. They notice colors, shapes, and what the artist might have been thinking about.
- 4
Finishing and showing work
Students choose pieces they are proud of, add finishing touches, and figure out how to display them. They also share what they think makes a piece of art work well.
Mastery Learning Standards
The required skills a student should display by the end of Grade 2.
Connecting
Connecting
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Synthesize and relate knowledge and personal experiences to make art
Students pull from what they know and what they've lived through to make their artwork. A memory, a feeling, or something learned in class can all become the starting point for what they create.
-
Relate artistic ideas and works with societal, cultural
Students look at artwork and talk about when and where it was made, who made it, and why. That context helps them understand what the work means.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students pull from what they know and what they've lived through to make their artwork. A memory, a feeling, or something learned in class can all become the starting point for what they create. | VA:Cn10.2 |
| Relate artistic ideas and works with societal, cultural | Students look at artwork and talk about when and where it was made, who made it, and why. That context helps them understand what the work means. | VA:Cn11.2 |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students brainstorm ideas for their own artwork before picking up a pencil or brush. They think through what they want to make and why before they start.
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Organize and develop artistic ideas and work
Students arrange shapes, colors, and materials on purpose, making choices about how their artwork is put together before and during the making of it.
-
Refine and complete artistic work
Students review a drawing or artwork they started, make changes to improve it, and decide when it feels finished.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students brainstorm ideas for their own artwork before picking up a pencil or brush. They think through what they want to make and why before they start. | VA:Cr1.2 |
| Organize and develop artistic ideas and work | Students arrange shapes, colors, and materials on purpose, making choices about how their artwork is put together before and during the making of it. | VA:Cr2.2 |
| Refine and complete artistic work | Students review a drawing or artwork they started, make changes to improve it, and decide when it feels finished. | VA:Cr3.2 |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students look at their own artwork, talk about what they made and why, then choose which pieces to share with others.
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Develop and refine artistic techniques and work for presentation
Students practice and improve a piece of artwork until it's ready to share. That might mean fixing details, choosing a better color, or reworking a section that isn't quite right.
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Convey meaning through the presentation of artistic work
Students choose how to display their artwork and explain what they want it to show. The way a piece is presented, framed, or placed can change what viewers notice and feel.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students look at their own artwork, talk about what they made and why, then choose which pieces to share with others. | VA:Pr4.2 |
| Develop and refine artistic techniques and work for presentation | Students practice and improve a piece of artwork until it's ready to share. That might mean fixing details, choosing a better color, or reworking a section that isn't quite right. | VA:Pr5.2 |
| Convey meaning through the presentation of artistic work | Students choose how to display their artwork and explain what they want it to show. The way a piece is presented, framed, or placed can change what viewers notice and feel. | VA:Pr6.2 |
Responding
Responding
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Perceive and analyze artistic work
Students look closely at a piece of art and describe what they notice: the colors, shapes, lines, and how the parts fit together.
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Interpret intent and meaning in artistic work
Students look at a piece of artwork and explain what they think the artist was trying to say or show. They use details they can see to back up their thinking.
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Apply criteria to evaluate artistic work
Students look at a piece of art and decide what makes it work well or fall short. They use a short list of questions or rules to explain why, not just whether, they like it.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a piece of art and describe what they notice: the colors, shapes, lines, and how the parts fit together. | VA:Re7.2 |
| Interpret intent and meaning in artistic work | Students look at a piece of artwork and explain what they think the artist was trying to say or show. They use details they can see to back up their thinking. | VA:Re8.2 |
| Apply criteria to evaluate artistic work | Students look at a piece of art and decide what makes it work well or fall short. They use a short list of questions or rules to explain why, not just whether, they like it. | VA:Re9.2 |