2nd Grade Arts Experience Teacher Guide

Welcome to AGREE’s “Stars Shine Brightly” Arts Experiences! Designed to help K-5 Educators to address Arizona standards in Arts, World Native Language Studies, ELA and Social Studies. Created by Arizonans for Arizonans, this resource is for the classroom and is designed to be facilitated in order. Each grade level has 5 experiences involving Storytelling, Music, Theater, Dance, and Visual Art, with topics that broaden students’ understanding of The Golden Rule.

Arts Experience #1


AZ PO Strands

2.C4.1,2.W.8, IR.NL.1

AGREE Strand



Social Studies Objective: (2.C4.1) Explain how people work together to identify and solve problems within our world. 

ELA Objective: (2.W.8) Recall (write) information from experiences or gather information from provided sources to answer a question. 

World/Native Language Objective: (IR.NL.1) Recognize a few letters or characters and learned words and phrases.  

AGREE Objective: (SSB.G-2.1) Students will listen and work together as a class to find solutions to problems.


AGREE Website Resources: “Howdy Partner!” Audio Resource (on this page), “How Raven Solved a Problem” Resource,

Additional Materials (per student): Long strips of scrap paper

Cultural Focus

Southwestern United States

Audio Resource

Colloquial Expression: Howdy Partner!

Golden Rule Activity:

  1. Bring in a current event that involves people working together in the community to solve a problem.
  2. Share that current event with your class and help them understand the problem. Wait to share any solutions or answers. “We are all part of a community and problem solving together is important.”
  3. As a class, discuss possible solutions to the current event problem. If the solution is included in the current event, share that solution with your class after the discussion.
  4. “When addressing problems it is important to be a good listener.” Teach them how to be a good listener by suggesting and modeling the following:
    • Slow down
    • Repeat some of the speaker’s own words back to them
    • Nod our head occasionally to show we are listening 
    • Share our own opinion in a respectful tone.
  5. Ask kids to pair up and take turns sharing and practicing being a good listener. You may pick one of the topics or create one of your own:
    • What foods do you like to eat?
    • What types of things do you like to do for fun?
    • What is a pet you would like to have?
  6. Come back together as a class and invite students to share how it felt to talk to each other that way. Ask, “Did you like it when your partner was listening to you?” and “How is listening part of living the Golden Rule?”

Telling the Story:

  1. “The location of this story is our own State, Arizona! Here in the West, one of the phrases we used to greet a friend was “Howdy Partner!” (For a western accent example, play “Howdy Partner!” Audio Resource (on this page). “This is a friendly way we can greet each other in our classroom as we are learning about this story!”
  2. Explain that “Raven of Arizona was very friendly and when she saw a problem she helped the other animals solve it.” 
    • Share a personal experience where you saw someone with a problem and you helped them solve it. (e.g. someone lost a pet, dropped their books)
  3. “In this story, the animals survive by working together to solve the problem of how to get water.” Read or play “How Raven Solved a Problem” Resource. Ask students to pay attention to the ways the desert animals work together. 
  4. “The Desert Critters had a problem. Everyday we face our own problems. We can solve some of them by ourselves, but with big problems we might need some help.” 
    • Invite students to write down a problem to solve on a slip of paper.
    • Have students pass their problem to another classmate.
    • Invite students to read the problem they received and write a respectful solution on the back.
    • Read aloud some of the problems and solutions. It’s okay if they are funny, some solutions just help us think a little differently.

Golden Rule Challenge: I will listen and work with my classmates to find solutions to problems.

Golden Question: How can listening to your classmates help you work together?

Arts Experience #2


AZ PO Strand

IR.NL.1, MU.CR.1.Kb, K.SL.1

Agree Strand



Music Objective: (2.MU.PR.4.2b) Demonstrate knowledge of musical concepts in music from a variety of cultures selected for performance (e.g. meter and tonality). 

Social Studies: (2.SP1.2) Understand how events of the past affect student’s lives and community

AGREE Objective: (SSB.G-2.2) Students will discuss how they should treat things that belong to the classroom the way they’d like their own things treated.


Agree Resources: “Getting a wiggle on” Audio Resource (on this page), Musical Instruments Visual Resource, “Get up and Put ‘em Pebbles in” Music Resources, Golden Rule Compass Visual Resource

Additional Materials: handheld instruments enough for all students (shakers, washboard, claves, etc)

Cultural Focus

This image has an empty alt attribute; its file name is map-regions-southwest.png
Southwestern United States

Colloquial Expression Audio Resource

Get your wiggle on

Prospecting for Gold: How have you helped find solutions to problems at home or at school?

Golden Rule Activity

  1. “Today we are going to talk about treating things the way you want your things to be treated.” 
  2. Invite 2 students to choose one item that belongs to them and one  item that belongs to the classroom.  Invite these students to bring their two items and stand in front of the classroom. 
  3. Ask the students about their personal item, “If someone borrowed your item, how would you want it treated?” (e.g., with a pencil perhaps they would want the pencil sharpened after it was used and wouldn’t want it chewed on).
  4. Ask the students about the classroom item, “How would you want this item to be treated if it belonged to you?” (e.g. with a box of tissues perhaps they wouldn’t want the tissues pulled out and thrown on the floor).
  5. “The things that belong to the classroom belong to everyone, including each of you. Why should we treat classroom items the same way we would want our own things treated?”
  6.  As a class, point to items that belong to the classroom. Identify ways that the class can treat those things the same way they’d want their own things treated. Perhaps use the compass words (kindness, empathy, respect, and civility) and display it as a visual (Golden Rule Compass Visual Resource) to help guide class responses.

Singing the Song:

  1. Project or print the “Musical Instruments” Visual Resource and explain that only some of these instruments were used to create the song they will be learning. The song was written in the style of the Old-Time Southwest Cowboy. Play the song Get ‘up and Put ‘em pebbles in” Music Resources and invite your students to pay attention to the instruments they hear. After listening to the beginning of the song, find identify the instruments on the poster (harmonica, jaw harp, guitar, violin, banjo, glass bottles, sound board).
  2. Say “Now you are ready to get your wiggle on. Use “Get your wiggle on” Audio Resource (on this page) for a fun pronunciation and move to the music!”
  3. Listen to “Get ‘up and Put ‘em pebbles in” again. Help your students feel the rhythm, by patting the rhythm on their lap, standing and bouncing as the music gets faster, patting their heads, tapping their shoulders with your hands, etc. Have fun and be creative as you move to the music! 
    • Optional: Use musical instruments! Pass out instruments and remind them to treat the instruments the way they would want their things to be treated. Guide them in music making, going from louder, to softer, to faster, to slower, etc. Let the music guide you and remind them to not play too loud, so you can still hear the song.

Golden Rule Challenge: I will treat things that belong to the classroom the same way I’d like my own things treated.

Arts Experience #3


AZ PO Strand

TH.CR.3.2b, 2.RL.3

Agree Strand



Theater Objective:  (TH.CR.3.2b) Adapt and use sounds and movements in a guided theatrical experience (e.g., process drama, story drama, creative drama).

ELA Objective: (2.RL.3) Describe how characters in a story respond to major events and challenges.

AGREE Objective: (SSB.G-2.3) Students will consider their part in facing a group challenge and learn about focusing on what they can do to help everyone win.


AGREE Resources:

“Drop and Plop” Script Resource

Cultural Focus

This image has an empty alt attribute; its file name is map-regions-southwest.png
Southwestern United States

Prospecting for Gold: How have you been treating things that belong to the community?

Reading the Script:

  1. The class is going to read the script like an ‘ole Western Melodrama. 
  2. “Melodramas were very popular in Western Theatre. Acting was over the top and exaggerated with big body movements and facial expressions. In these plays, there is always someone who is not treating the others with respect. We often learn that their behavior doesn’t help things go well.” Explain that there are three types of characters: the hero, the distressed, and the villain. 
  3. Select three students to be the three types of characters: the hero, the distressed person, and the villain. 
    • Optional: Have a costume piece (i.e. cowboy hat, mustache, handkerchief) to identify which character they are. Explain the following:
  4. Show your students how to respond to each character type in Melodrama fashion:
    • When the hero speaks, the class will cheer and wave their hands. 
    • When the distressed person speaks, the class will sigh as they put their hands on their cheeks. 
    • When the villain speaks, the class will boo while shaking their heads. 
  5. Invite the students portraying characters to say the following statements and encourage your class to respond in Melodrama Fashion.
  1. Hero- “I’m here to save the day!”
  2. Distressed Person- “I’m scared and alone.”
  3. Villain- “I’m here to make trouble!”
  4. Read the script “Drop and Plop” Script Resource
  5. After reading the script, engage students in describing how the characters responded to the following conflicts:
    •  No water
    • Croakie knocking over the jug 
    • Scorpo the villain causing trouble. 
    • Ask, “How did the characters, even Scorpo, work together so that everyone could win?”

Golden Rule Challenge: When we are faced with a group challenge, I will focus on what I can do to help everyone win.

Golden Question: Are you willing to help others win? Why or why not?

Arts Experience #4


AZ PO Strand

 DA.PR.5.3b; CUL.N.1

Agree Strand



Dance Objective: (DA.PR.5.3b) Move safely in a variety of spatial relationships and formations with other dancers, sharing and maintaining personal space.

World/Native Language Objective: (CUL.N.1) Participate in age-appropriate and culturally authentic activities such as celebrations, songs, games, and dances; recognize products of culture 

AGREE Objective: (SSB.G-2.4) Classes will discuss building trust in their class to create safe spaces for everyone’s differences.


AGREE Resources:

“Yawnin’ the hours away” Audio Resource (on this page), “Get up and put ‘em pebble in” Music Resource, Raven’s Line Dance and Critter’s Rap Video Resource,

Cultural Focus

This image has an empty alt attribute; its file name is map-regions-southwest.png
Southwestern United States

Colloquial Expression Audio Resource

Yawnin’ the hours away

Prospecting for Gold: What challenges have we faced as a class? Did you do something to help? What did you do?

Doing the Dance:

  1. “Instead of ‘yawning the hours away’ (Use “yawning the hours away” Audio Resource (on this page) for a western pronunciation), today we are going to dance! Line dances are at the heart of Western Culture. As people immigrated to the west, line dancing evolved into popular group dances such as the ‘Electric Slide’ and the ‘Cupid Shuffle’. One of the reasons line dancing remains popular to this day is most likely due to the fact that it can be done without a partner.”
  2. “We will be learning two dances: Raven’s Line Dance and the Desert Critter Rap. To be successful, everyone will need to be aware of each other.” Ask students to consider: How much space will I need to do these moves? How much space does my neighbor need? 
  3. Split your class in half and assign each side either the “Raven’s Line Dance” or the “Desert Critter Rap”. Use the Raven’s Line Dance & Desert Critter Rap Video Resource to teach the dances to your students. 
    • Optional: Have students learn both dances, allowing them to  experience both parts of the activity followed by a group discussion on what they noticed about being part of each group.
  4. Ravens Line Dance: Moving to the right, Step right, step left behind right, step right and step left foot next to the right foot. Moving to the left, Step left, right behind left, step left and step right foot next to the left foot. Step forward right, touch left foot to right, step forward right, touch left to right all while pretending to swing a lasso. Walk back left, right, left and clap. Repeat, and at the end instead of walking back, do three big steps in rhythm, left, right, left with hands on hips, ending with a tip of an imaginary cowboy hat.
  5. Critter’s Rap: Bounce to keep rhythm, after the lyrics “We’ve got your back” students will stomp right, stomp left, and clap. Repeat. Slide to the right with your right arm in a hook position, followed by another “We’ve got your back” stomp right, stomp left, and clap. Repeat from top, this time sliding to the left on “We want some water too.” Then stomp right, stomp left, hold and then cross arms and nod head on “yeah!”
  6. Once you’ve practiced each dance, try it with the music! (“Get up and put ‘em Pebbles in” Resource) Raven’s group will go first (cue song to :55), followed by the Desert Critters (cue song to 1:32) and then both groups will do their different dances at the same time (cue song to 2:02). It will require “trusting” that everyone will move in the right direction at the right time.”
    • Optional: Pick 1 student from each group that shows proficiency to stand in front and lead, as the rhythms can get tricky when they are done simultaneously.
  7. If they bump into each other, encourage them to notice the people around them, working together to create more space and trust.

Golden Question: How do you build trust in your classroom? What can break that trust?

Golden Rule Challenge: By building trust in our class, we can create a safe space for everyone’s differences.

Arts Experience #5

Visual Art

AZ PO Strand

VA.CR.2.2a, 2.L2U1.9

Agree Strand


Visual Art Objective: (VA.CN.10.2)  Create works of art about events in home, school, or community life.

Science Objective: (2.L2U1.9) Obtain, analyze, and communicate evidence that organisms need a source of energy, air, water, and certain temperature conditions to survive. 

AGREE Objective: (SSB.G-2.5) Students will learn specific things about other students in their class in order to live the Golden Rule better, treating them the way they want to be treated.


AGREE Resources:

“I ain’t tellin’ any taradiddles” Audio Resource (on this page), “How to Treat a Cactus” Visual Resource, “Community Cactus” Print Resources (1-3)

Additional Materials (per student): Printed Cactus Art Resource, Scissors, Markers/Coloring Tools

Cultural Focus

This image has an empty alt attribute; its file name is map-regions-southwest.png
Southwestern United States

Colloquial Expression Audio Resource

I aint tellin’ any taradiddles

Prospecting for Gold: Do we trust each other in our classroom? Why or why not? WHat can help us trust each other more?

Golden Rule Activity 1:

  1. “Now I ain’t be tellin’ any taradiddles(meaning I am telling the truth!), Use I ain’t tellin’ any taradiddles Audio Resource (on this page) for a western pronunciation Raven and her desert animals really did need water to survive. But what about a desert cactus? How much water does a cactus need to survive?”
  2. Ask, “What are some ways we like to be treated? When we are wanting to play a game with someone else? When we are having a bad day? When we have a funny story to tell?” Discuss how some things are the same but some things are different.

Creating the Art:

  1. “As a class we are going to create a community cactus. The cactus shapes are basically the same, but we will use bright contrasting colors and shapes to make each cactus pad unique and different.”
  1. Each student picks a cactus pad from a pile of printed, assorted sizes (3 sizes). “Community Cactus” Print Resource. Ask students to draw shapes within their cactus pad (squares, rectangles, circles, ovals, etc.) and color them in with bright, contrasting colors. As the teacher, be sure to color a cactus pad and add it to the classroom cactus too.
  2. Invite students to cut out their cactus pads and then gather them together in preparation for assembling the community cactus. 

Golden Rule Activity 2

  1. Have two students stand and show their crazy art cactus pads to the class. Compare and contrast their art: What are the similarities? What are the differences? 
  2. Have them place their cactus pad next to each other, touching, on an open area like a white board or a wall. Explain, “As a class you will add your “unique” cactus pad to a community prickly pear cactus.” 
  3. Ask the two students to share something unique about themselves. Help them identify things they like. 
  4. Invite students to add their cactus pad’s to the community cactus, one-by-one, each sharing something about themselves. 
  5. Say, “Knowing things about others helps us to treat each person better. It also helps our classroom grow as we learn about each other and live the Golden Rule.”
    1. Optional: Throughout the coming weeks, point to the different pads in your classroom cactus and identify unique things about each one.

Golden Question: How can getting to know others help us live the Golden Rule as a class?

Golden Rule Challenge: Learning about other students in my class can help me live the Golden Rule better.

Arts Experience Teacher Guides