Montague Township School District
Visual Arts Curriculum Guide
Grade 2
2025-2026
Melissa Neamand
| Unit | Sept | Oct | Nov | Dec | Jan | Feb | Mar | Apr | May | Jun | |||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | ||
01Creating | |||||||||||||||||||||||||||||||||||||||||
Description
The Grade 2 Media and Visual Arts curriculum develops students' creative and critical thinking through four integrated artistic processes: creating, producing/presenting, responding, and connecting. Students explore materials, ideas, and diverse artists to develop artistic literacy and fluency. They learn to generate and refine creative work, analyze and evaluate artworks from various cultures and movements, and make meaningful connections between personal experiences and artistic expression. Throughout the year, students engage with visual and media arts as vehicles for self-discovery, understanding their world, and developing essential 21st-century skills.
Big Ideas
- Creativity and innovative thinking are essential life skills developed through exploration, experimentation, and constructive critique.
- Artists use a variety of sources, materials, and techniques to generate ideas and transform them into meaningful artistic expression.
- Art and media artworks function as records of social, cultural, and historical experiences that shape and influence our understanding of the world.
- Presenting, analyzing, and responding to artworks help us develop aesthetic awareness and appreciation across cultures and time periods.
Essential Questions
- How do artists and designers develop ideas and express them through various materials and processes?
- How do we analyze, interpret, and evaluate works of art and design?
- How do artworks and media creations preserve and communicate the values, beliefs, and experiences of individuals and cultures?
- How does engaging with art enhance our understanding of ourselves, others, and the world around us?
Music - Connecting
Music - Creating
Music - Performing
Music - Responding
Media Arts - Connecting
Media Arts - Creating
Media Arts - Presenting
Media Arts - Responding
Students employ mathematical thinking to explore patterns, measurements, and spatial relationships in artmaking and design. Mathematical concepts support the development of visual compositions and understanding of geometric properties in art.
Students investigate natural and constructed environments through observation and experimentation. Scientific inquiry processes inform artistic exploration of materials, their properties, and transformations.
Students examine how art reflects and shapes cultural and historical contexts across different communities and time periods. Art serves as a primary source for understanding diverse perspectives and values of societies.
Students use written and oral communication to describe, analyze, and interpret artworks. Narrative and descriptive writing support artistic expression and reflection on creative processes.
Students are assessed throughout the year using formative, summative, and alternative assessments. Formative assessments include group work, class discussions, question-and-answer sessions, and observation of creative processes. Summative assessments consist of completed artworks, portfolios, and performance tasks that demonstrate understanding of artistic elements, principles, and cultural contexts. Students also engage in self-reflection and peer critique to develop evaluative skills. End-of-year displays and exhibitions provide opportunities to present work and receive feedback from audiences.
| Unit | Formative | Summative | Benchmark | Alternative |
|---|---|---|---|---|
| 01Creating | ✓ | ✓ | — | ✓ |
| 02Producing/Presenting | ✓ | ✓ | ✓ | ✓ |
| 03Responding | ✓ | ✓ | — | ✓ |
| 04Connecting | ✓ | ✓ | ✓ | ✓ |
| Coverage | 4/4 | 4/4 | 2/2 | 4/4 |
| Unit | IEP | 504 | MLL | At-Risk | Gifted |
|---|---|---|---|---|---|
| 01Creating | ✓ | ✓ | ✓ | ✓ | ✓ |
| 02Producing/Presenting | ✓ | ✓ | ✓ | ✓ | ✓ |
| 03Responding | ✓ | ✓ | ✓ | ✓ | ✓ |
| 04Connecting | ✓ | ✓ | ✓ | ✓ | ✓ |
| Coverage | 4/4 | 4/4 | 4/4 | 4/4 | 4/4 |