Visual & Performing Arts · 2nd Grade

Active learning ideas

Art as Storytelling

Active learning works for this topic because students need to see art as part of their daily lives, not just objects in a frame. When they physically explore their community or role-play as artists and commissioners, they connect emotionally to the stories art tells and the people who create them.

• Common Core State Standards
• NCAS: Connecting VA.Cn11.1.2
• NCAS: Responding VA.Re7.1.2

• 15–40 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 30 min · Small Groups

Inquiry Circle: The Community Map

On a large map of the local town or school neighborhood, students work in groups to mark where they have seen art (murals, statues, decorated signs). They discuss why those specific locations were chosen for art.

How can a painting tell a story without using any words?

Facilitation Tip

Before the Community Map activity, provide a simple example of a 'hidden art' item like a manhole cover or a fence pattern to help students start their observations.

What to look for

Provide students with a print of a historical artwork that tells a story without words. Ask them to write two sentences: one describing a character or event they see, and one guessing the story or message the artist wanted to share.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Simulation Game
• 40 min · Small Groups

Simulation Game: The Public Art Commission

The class is 'hired' to design a new mural for a bare wall in the school cafeteria. Small groups must brainstorm a theme that represents their whole school and present a 'pitch' to the class (the commission) explaining their design choices.

What message do you think the artist was trying to share in this historical artwork?

Facilitation Tip

During the Public Art Commission simulation, assign students to keep a running list of questions they hear from peers to guide later reflection on public needs versus personal taste.

What to look for

Present two different historical artworks from distinct cultures. Ask students: 'How does each artwork tell a story or share a message without words? What is one symbol you see in each, and what do you think it means?'

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 03

• Think-Pair-Share
• 15 min · Pairs

Think-Pair-Share: Statue Stories

Show a photo of a local or famous public statue. Students think about who the person is and why the community wanted to remember them. They share their ideas with a partner, then discuss if there is someone in their own life who deserves a statue.

How do different cultures use art to remember and record their history?

Facilitation Tip

For Statue Stories, give each pair a sticky note to jot down one detail about the statue before they share with the class, ensuring all voices are heard.

What to look for

Show students a series of images from different historical periods. Ask them to hold up a green card if they think the artwork tells a story and a red card if they do not. Briefly discuss their choices for 2-3 examples.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Approach this topic by treating students as local experts from the start, asking them to teach each other about art they’ve seen in their neighborhood. Avoid starting with definitions of art or public art—instead, let students discover criteria through exploration. Research shows that when students identify art in their own context, they retain the concept longer and develop a stronger sense of community ownership.

Successful learning looks like students confidently pointing out art in unexpected places, explaining how public art represents community values, and taking on roles to propose or defend artistic choices. They should articulate why art matters beyond decoration.

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Watch Out for These Misconceptions

• During the Collaborative Investigation: The Community Map activity, watch for students who only mark buildings or statues as art. Redirect them by asking, 'What patterns or shapes do you notice in the sidewalks or lampposts? Could those be art too?'

  During the Simulation: The Public Art Commission activity, if students say public art is just decoration, ask them to look back at their Community Map and point to an example where art tells a story or honors a person. Have them explain what the art communicates.

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Methods used in this brief

• Inquiry Circle
• Simulation Game
• Think-Pair-Share