Unit Plan 22 (Grade 2 Art): Comparative Artwork Study

Focus: Look carefully at artworks from different cultures or times, talk about how colors, lines, shapes, and patterns create mood and focus, and notice how art can show traditions and stories from people’s lives.

Grade Level: 2

Subject Area: Art (Visual Arts • Responding • Connecting)

Total Unit Duration: 1–3 weeks, 50–60 minutes per session

I. Introduction

In this unit, students become “art detectives” who look closely at artworks from different cultures and times in history. They describe what they see using simple art words and talk about how elements (like color, line, and shape) help create a feeling or mood. Students compare two artworks—what is the same and what is different—and wonder about the traditions, clothing, buildings, and activities shown. By the end, students begin to understand that art can show important things about people’s lives, celebrations, and communities.

Essential Questions

• What do I notice when I look closely at different artworks?
• How do color, line, and shape help create a mood or draw my eye to important parts?
• How can art show us about people’s cultures, traditions, or history?
• How are artworks from different places or times similar and different?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Look closely at at least two artworks and describe what they see (colors, lines, shapes, people, places, objects).
2. Use simple art words to talk about mood (e.g., calm, busy, happy) and emphasis (what stands out).
3. Compare two artworks by naming at least one similarity and one difference in how they look or feel.
4. Describe at least one way an artwork shows a tradition, celebration, or part of a culture or time in history.
5. Create a simple response drawing or collage inspired by one artwork and explain how it connects to what they saw.

Standards Alignment — 2nd Grade (NCAS-Aligned)

• VA:Re7.5a — Analyze how elements of art and principles of design create mood, structure, and emphasis.
  • Example: Students explain how color choices create emotional tone.
• VA:Cn11.5a — Describe how art reflects cultural or historical traditions and influences interpretation.
  • Example: Students examine traditional art forms and discuss their purpose.

Success Criteria — Student Language

• I can describe what I see in an artwork using words like color, line, and shape.
• I can say how an artwork makes me feel (mood) and what part stands out first.
• I can tell how two artworks are the same and different.
• I can name one tradition or culture clue I notice in an artwork (clothes, buildings, celebration, objects).
• I can make a small artwork inspired by another artwork and explain how they are connected.