What does art class look like this year?

Students make their own art using drawing, painting, collage, sculpture, and printmaking. They come up with ideas, try out materials, and finish pieces they can share. They also look at art made by other people and talk about what they notice and what it might mean.

How can I help my child come up with ideas at home?

Ask about things students care about, like a pet, a favorite meal, or a weekend trip, and suggest drawing or building something from that memory. Keep paper, crayons, scissors, and tape easy to reach. Ideas come faster when students have time to mess around with materials.

My child says they are bad at art. What should I do?

At this age, finishing matters more than the picture looking real. Praise specific choices, like the colors they picked or the way they showed movement. Encourage students to fix one part they do not like instead of starting over or giving up.

How do I sequence the year so projects build on each other?

Start with short idea-generation work like sketchbooks and observational drawing, then move into projects that ask for planning and revision. Save longer multi-step pieces for the middle and end of the year, once students are used to refining their work and talking about choices.

What should students be able to do by the end of the year?

Students should plan a piece before starting, use tools safely, and revise at least one part after looking at it again. They should also describe what their own art is about and share what they notice in art made by classmates or artists.

Which parts of the year usually need the most reteaching?

Refining and finishing work is the hardest part. Many students want to call a piece done as soon as the main shapes are on the page. Build in time for a second look, a quick critique, and one round of changes before any project is considered finished.

How much should I worry about neatness and skill?

Neatness matters less than thinking and effort right now. Students are learning to plan, choose materials on purpose, and stick with a piece long enough to improve it. Skill with a pencil or brush grows over years, not weeks.

How do students learn to talk about art?

Use simple questions at home or in class: What do you see? What do you think is happening? What did the artist do to make you feel that way? Short conversations about a picture in a book, a museum, or a classmate's work build the language students need.

How can I connect art to what students are learning in other subjects?

Tie projects to a story students are reading, a place in social studies, or a science topic like weather or plants. Looking at art from different cultures and times also gives students more to draw on when they make their own work.

What does a student learn in ?

This is the year art class shifts from making whatever comes to mind toward making art on purpose. Students plan an idea before they start, try out tools like paint, clay, and collage, and talk about why they chose what they did. They also look closely at other people's art and share what they notice. By spring, students can finish a piece, hang it for others to see, and explain what it means to them.

Planning art
Drawing and painting
Talking about art
Showing finished work
Art and culture

Source: Illinois Illinois Learning Standards

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
Finding ideas from everyday life
Students start the year by turning their own experiences into art. They sketch from memory, try out ideas in a journal, and learn that artists get inspiration from the world around them.
2
Building skills with materials
Students practice using brushes, scissors, clay, and paper with more control. They learn how to take care of tools and keep trying when a first attempt does not look the way they pictured it.
3
Looking closely at artwork
Students slow down to study paintings, sculptures, and pictures from different places and times. They notice colors, shapes, and what the artist might have been thinking about.
4
Finishing and sharing work
Students pick a piece they are proud of, polish it, and get it ready to show. They talk about what their art means and listen to what classmates notice in it.

Mastery Learning Standards

The required skills a student should display by the end of Grade 2.

Connecting

Synthesize and relate knowledge and personal experiences to make art

VA:Cn10.2

Students draw on things they know and moments from their own life to make creative choices in their artwork.
Relate artistic ideas and works with societal, cultural

VA:Cn11.2

Students look at a painting or sculpture and think about when and where it was made, who made it, and why. That context helps them understand what the artwork means.

Standard	Definition	Code
Synthesize and relate knowledge and personal experiences to make art	Students draw on things they know and moments from their own life to make creative choices in their artwork.	VA:Cn10.2
Relate artistic ideas and works with societal, cultural	Students look at a painting or sculpture and think about when and where it was made, who made it, and why. That context helps them understand what the artwork means.	VA:Cn11.2

Connecting

Synthesize and relate knowledge and personal experiences to make art

VA:Cn10.2

Students draw on things they know and moments from their own life to make creative choices in their artwork.
Relate artistic ideas and works with societal, cultural

VA:Cn11.2

Students look at a painting or sculpture and think about when and where it was made, who made it, and why. That context helps them understand what the artwork means.

Standard	Definition	Code
Synthesize and relate knowledge and personal experiences to make art	Students draw on things they know and moments from their own life to make creative choices in their artwork.	VA:Cn10.2
Relate artistic ideas and works with societal, cultural	Students look at a painting or sculpture and think about when and where it was made, who made it, and why. That context helps them understand what the artwork means.	VA:Cn11.2

Creating

Generate and conceptualize artistic ideas and work

VA:Cr1.2

Students come up with their own ideas for art before they start making it. They think through what they want to create and why.
Organize and develop artistic ideas and work

VA:Cr2.2

Students arrange colors, shapes, and materials to turn a rough idea into a finished piece of art.
Refine and complete artistic work

VA:Cr3.2

Students finish a piece of artwork by looking at it again and making small improvements before calling it done.

Standard	Definition	Code
Generate and conceptualize artistic ideas and work	Students come up with their own ideas for art before they start making it. They think through what they want to create and why.	VA:Cr1.2
Organize and develop artistic ideas and work	Students arrange colors, shapes, and materials to turn a rough idea into a finished piece of art.	VA:Cr2.2
Refine and complete artistic work	Students finish a piece of artwork by looking at it again and making small improvements before calling it done.	VA:Cr3.2

Creating

Generate and conceptualize artistic ideas and work

VA:Cr1.2

Students come up with their own ideas for art before they start making it. They think through what they want to create and why.
Organize and develop artistic ideas and work

VA:Cr2.2

Students arrange colors, shapes, and materials to turn a rough idea into a finished piece of art.
Refine and complete artistic work

VA:Cr3.2

Students finish a piece of artwork by looking at it again and making small improvements before calling it done.

Standard	Definition	Code
Generate and conceptualize artistic ideas and work	Students come up with their own ideas for art before they start making it. They think through what they want to create and why.	VA:Cr1.2
Organize and develop artistic ideas and work	Students arrange colors, shapes, and materials to turn a rough idea into a finished piece of art.	VA:Cr2.2
Refine and complete artistic work	Students finish a piece of artwork by looking at it again and making small improvements before calling it done.	VA:Cr3.2

Performing/Presenting/Producing

Analyze, interpret, and select artistic work for presentation

VA:Pr4.2

Students look at their own artwork, talk about what they made and why, and choose which piece to share with others.
Develop and refine artistic techniques and work for presentation

VA:Pr5.2

Students practice and improve a piece of artwork before sharing it with others. They look at what they made, decide what could be better, and make changes before the final version is shown.
Convey meaning through the presentation of artistic work

VA:Pr6.2

Students choose how to display their artwork and explain what they want viewers to notice or feel. The way a piece is shown is part of what makes it say something.

Standard	Definition	Code
Analyze, interpret, and select artistic work for presentation	Students look at their own artwork, talk about what they made and why, and choose which piece to share with others.	VA:Pr4.2
Develop and refine artistic techniques and work for presentation	Students practice and improve a piece of artwork before sharing it with others. They look at what they made, decide what could be better, and make changes before the final version is shown.	VA:Pr5.2
Convey meaning through the presentation of artistic work	Students choose how to display their artwork and explain what they want viewers to notice or feel. The way a piece is shown is part of what makes it say something.	VA:Pr6.2

Performing/Presenting/Producing

Analyze, interpret, and select artistic work for presentation

VA:Pr4.2

Students look at their own artwork, talk about what they made and why, and choose which piece to share with others.
Develop and refine artistic techniques and work for presentation

VA:Pr5.2

Students practice and improve a piece of artwork before sharing it with others. They look at what they made, decide what could be better, and make changes before the final version is shown.
Convey meaning through the presentation of artistic work

VA:Pr6.2

Students choose how to display their artwork and explain what they want viewers to notice or feel. The way a piece is shown is part of what makes it say something.

Standard	Definition	Code
Analyze, interpret, and select artistic work for presentation	Students look at their own artwork, talk about what they made and why, and choose which piece to share with others.	VA:Pr4.2
Develop and refine artistic techniques and work for presentation	Students practice and improve a piece of artwork before sharing it with others. They look at what they made, decide what could be better, and make changes before the final version is shown.	VA:Pr5.2
Convey meaning through the presentation of artistic work	Students choose how to display their artwork and explain what they want viewers to notice or feel. The way a piece is shown is part of what makes it say something.	VA:Pr6.2

Responding

Perceive and analyze artistic work

VA:Re7.2

Students look closely at a piece of artwork and describe what they notice, such as the colors, shapes, and how the parts fit together.
Interpret intent and meaning in artistic work

VA:Re8.2

Students look at a piece of art and explain what they think the artist was trying to say. They use details from the work to back up their thinking.
Apply criteria to evaluate artistic work

VA:Re9.2

Students look at a piece of artwork and use specific reasons to explain what works and what could be stronger. They practice judging art by more than just "I like it."

Standard	Definition	Code
Perceive and analyze artistic work	Students look closely at a piece of artwork and describe what they notice, such as the colors, shapes, and how the parts fit together.	VA:Re7.2
Interpret intent and meaning in artistic work	Students look at a piece of art and explain what they think the artist was trying to say. They use details from the work to back up their thinking.	VA:Re8.2
Apply criteria to evaluate artistic work	Students look at a piece of artwork and use specific reasons to explain what works and what could be stronger. They practice judging art by more than just "I like it."	VA:Re9.2

Responding

Perceive and analyze artistic work

VA:Re7.2

Students look closely at a piece of artwork and describe what they notice, such as the colors, shapes, and how the parts fit together.
Interpret intent and meaning in artistic work

VA:Re8.2

Students look at a piece of art and explain what they think the artist was trying to say. They use details from the work to back up their thinking.
Apply criteria to evaluate artistic work

VA:Re9.2

Students look at a piece of artwork and use specific reasons to explain what works and what could be stronger. They practice judging art by more than just "I like it."

Standard	Definition	Code
Perceive and analyze artistic work	Students look closely at a piece of artwork and describe what they notice, such as the colors, shapes, and how the parts fit together.	VA:Re7.2
Interpret intent and meaning in artistic work	Students look at a piece of art and explain what they think the artist was trying to say. They use details from the work to back up their thinking.	VA:Re8.2
Apply criteria to evaluate artistic work	Students look at a piece of artwork and use specific reasons to explain what works and what could be stronger. They practice judging art by more than just "I like it."	VA:Re9.2

Common Questions

What does art class look like this year?
Students make their own art using drawing, painting, collage, sculpture, and printmaking. They come up with ideas, try out materials, and finish pieces they can share. They also look at art made by other people and talk about what they notice and what it might mean.
How can I help my child come up with ideas at home?
Ask about things students care about, like a pet, a favorite meal, or a weekend trip, and suggest drawing or building something from that memory. Keep paper, crayons, scissors, and tape easy to reach. Ideas come faster when students have time to mess around with materials.
My child says they are bad at art. What should I do?
At this age, finishing matters more than the picture looking real. Praise specific choices, like the colors they picked or the way they showed movement. Encourage students to fix one part they do not like instead of starting over or giving up.
How do I sequence the year so projects build on each other?
Start with short idea-generation work like sketchbooks and observational drawing, then move into projects that ask for planning and revision. Save longer multi-step pieces for the middle and end of the year, once students are used to refining their work and talking about choices.
What should students be able to do by the end of the year?
Students should plan a piece before starting, use tools safely, and revise at least one part after looking at it again. They should also describe what their own art is about and share what they notice in art made by classmates or artists.
Which parts of the year usually need the most reteaching?
Refining and finishing work is the hardest part. Many students want to call a piece done as soon as the main shapes are on the page. Build in time for a second look, a quick critique, and one round of changes before any project is considered finished.
How much should I worry about neatness and skill?
Neatness matters less than thinking and effort right now. Students are learning to plan, choose materials on purpose, and stick with a piece long enough to improve it. Skill with a pencil or brush grows over years, not weeks.
How do students learn to talk about art?
Use simple questions at home or in class: What do you see? What do you think is happening? What did the artist do to make you feel that way? Short conversations about a picture in a book, a museum, or a classmate's work build the language students need.
How can I connect art to what students are learning in other subjects?
Tie projects to a story students are reading, a place in social studies, or a science topic like weather or plants. Looking at art from different cultures and times also gives students more to draw on when they make their own work.