ART |
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| Second
grade students will use tools and processes
of at least three different media to communicate
ideas. Units of study include:
Color
Theory
Students will
study the element of color and all its properties,
including value and intensity. Experimentation
with color mixing and color combinations will
be an important part of their experience during
this study. The final objective is the application
of this knowledge to various projects using
a variety of media.
Drawing and Painting
Students will use the processes
and techniques of drawing and painting. They
may make a separate drawing and painting or
combine drawing and painting in one product,
such as a preliminary sketch completed as a
painting. For this age level if the second option
is used it is recommended that the subject should
allow for limited brush control, such as simple
landscapes or still lifes.
Graphics and Printmaking
Students will discuss and/or
produce a product from the areas of graphics/printmaking.
By third grade they should have used ready-made
or natural objects and the concept of numbering
prints should have been introduced. By the fifth
grade they should have created a stencil and
an original relief printing plate to print multiple
copies. In each unit students should be exposed
to exemplars from the areas of graphics/printmaking.
Sculpture
Students will use the processes and techniques
of sculpture. The principle concepts of this
unit are, how artists use this theme, realistic
depiction, proportion, and the pinch and pull
methods.
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MUSIC |
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| Sing
· Students will identify and
perform do and re
· Students will identify and perform
the half note and half rest, whole note and
whole rest
· Students will experience beats in sets
of three
· Students will sing a song, alternating
phrases with a partner
· Students will echo-sing with partner
· Students will sing in two different
tempos
· Students will sing using dynamic accents
(>)
· Students will perform a vocal ostinato
with a song
· Students will sing an ostinato with
a familiar song
· Students will perform a speech piece
using lighter or heavier tone quality
· Students will identify high and low
sounds
Play
· Students will perform a body
percussion ostinato to a song
· Students will identify do re mi sol
la
· Students will combine 2 four beat patterns
into 8 beat pattern and play on instrument.
· Students will identify unpitched instrument
families.
· Students will add body percussion ostinato
to song.
· Students will play two ostinati with
song
Improvising, Composing
and Arranging
· Students will create a melody
for a poem
· Students will improvise question and
answer phrases
· Students will play a melody using one
pitch from a song
· Students will improvise an ostinato
for a song
· Students will create "sound carpets"
of instrumental sounds as accompaniment to enhance
the mood of a poem
· Students will improvise with do, re,
mi, sol and la
Music Literacy
· Students will read using do,
re, mi, sol and la
· Students will identify half notes and
half-rests, whole notes and whole rests
· Students will read notation using known
rhythms
· Students will read song from notation
to identify "mystery melody"
· Students will notate melodies and rhythms
using new grade level concepts
· Students will identify the instruments
of the orchestra
Relationships to other
disciplines
· Students will sing songs in
other languages and discuss their geographic
origins
· Students will use shapes to represent
sections which make up the form of a composition
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PHYSICAL
EDUCATION |
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Physical
Education is taught by elementary Physical Education
specialists.
The mission of the Physical Education program
is to educate students in the importance of
physical fitness and activity, the value of
cooperation and the benefits of life-long health
by engaging them in physical activity.Students
are introduced to a variety of activities at
this level. Lessons are designed to allow students
to practice skills that they can build on.
FITNESS
GAMES FOR WARM-UP
COOPERATIVE ACTIVITIES
KICKING SKILLS (soccer related)
STRIKING SKILLS (hand, paddle, bat)
THROWING/CATCHING/ROLLING SKILLS
DRIBBLING SKILLS (basketball related)
ORGANIZED GAMES INTRODUCTION
MANIPULATING OBJECTS
JUMP ROPE SKILLS
TUMBLING AND BODY MOVEMENT SKILLS
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Spanish |
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| In
this first exposure to Spanish, students will
learn foundational
material that they will need
as they continue their language study. They
will learn numbers 0-30, eleven colors and the
days/months of the year. Students will also
learn to respond to basic classroom commands
in the target language.
The next unit introduces basic Spanish vocabulary
about parts of
the human body. It incorporates
new songs, games and partner activities.
The
winter clothing
unit introduces basic Spanish vocabulary about
seasons and different types of clothing. Additionally,
it reviews colors and months from the previous
units.
The
family
unit introduces basic Spanish vocabulary about
family members and pets. Occupations and talking
about family members are also part of this community
based unit. |
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