Skip to main content
LOVELADY INDEPENDENT SCHOOL DISTRICT LOVELADY INDEPENDENT SCHOOL DISTRICT
Jenny Hedrick's Classroom
2nd Grade Fine Arts

The 2nd Grade Fine Arts TEKS (Texas Essential Knowledge and Skills, 19 TAC Chapter 117) expand on early elementary concepts by introducing more spatial depth, formal musical notation, and structured dramatic play.

All four disciplines—Art, Music, Theatre, and Dance—are built around the same four foundational strands:

  1. Foundations (Observation, perception, and basic literacy)

  2. Creative Expression (Production, performance, and creation)

  3. Historical and Cultural Relevance (Connecting arts to history and global cultures)

  4. Critical Evaluation and Response (Reflecting, analyzing, and critiquing)

Summary by Discipline

1. Art (§117.108)

  • Foundations: Students observe natural and human-made environments to identify formal elements (line, shape, color, texture, form, space) and principles of design (emphasis, repetition/pattern, movement/rhythm, balance).

  • Creative Expression: Children express spatial depth using concepts like overlapping, relative size, and placement on the page. They expand technical skill in drawing, painting, 3D paper sculpture, printmaking, and ceramics (e.g., pinch pots).

  • Historical & Cultural Relevance: Students explore art across various cultures, time periods, and historical traditions, identifying recurring themes or stories.

  • Critical Evaluation: Children compare their own artwork with peer work and master artists, using art vocabulary to describe techniques and personal choices.

2. Music (§117.109)

  • Foundations & Literacy: Students read, write, and perform basic rhythmic notation (quarter notes, paired eighth notes, half notes, quarter rests) and pitch notation (do, re, mi, sol, la pentatonic scales). They identify instrument families (woodwinds, brass, strings, percussion) by sight and sound.

  • Creative Expression: Children maintain a steady beat, sing tunefully in groups, play unpitched and pitched classroom instruments (like xylophones or rhythm sticks), and compose simple 4-measure rhythmic patterns.

  • Historical & Cultural Relevance: Students sing songs and play musical games from diverse global cultures, American history, and Texas heritage.

  • Critical Evaluation: Children distinguish basic musical forms (such as verse/chorus or AB/ABA patterns) and evaluate musical performances using musical terms (tempo, dynamics, pitch).

3. Theatre (§117.110)

  • Foundations: Students build self-awareness and spatial movement using expressive body movement, vocal inflection, and sensory awareness.

  • Creative Expression: Children dramatize stories, fables, myths, and fairy tales through pantomime, pair playing, and small-group role-play. They use simple props, set pieces, and costumes to define characters and settings.

  • Historical & Cultural Relevance: Students explore diverse cultural traditions, legends, and folktales through creative drama.

  • Critical Evaluation: Students practice appropriate theater audience behavior and analyze plot elements (main problem, resolution, character traits) in live or recorded performances.

4. Dance (§117.107/117.111)

  • Foundations: Students explore body control, spatial levels (low, medium, high), pathways, and timing concepts (fast, slow, sudden, sustained).

  • Creative Expression: Children create original movement phrases by combining locomotor steps (sliding, leaping, galloping) with non-locomotor skills (twisting, turning, balancing) to express feelings or abstract concepts.

  • Historical & Cultural Relevance: Students learn basic cultural folk dances, traditional singing games, and simple pattern dances.

  • Critical Evaluation: Children observe live or recorded dance performances, identifying movement patterns and discussing how dance communicates ideas.