The Child’s Culture Lesson 2
Exploring personal themes
Teachers: Emily Dimov-Gottshall
Assistant to the Teacher: Jeff Cornwall
Documenter & Interested Adult(s): Jeff Cornwall & Sarah Thompson
Unit Title: Culture
Lesson Title: Meme History and what makes a meme
Grade Level: 3 and 4 grade
Number of Students: 20
Lesson #: __2__ of __1__ projected lessons.
BIG IDEA (UNIT):
The Child’s Culture
BIG IDEA (LESSON):
Meme history and making our own culture
ART / ARTIST(S) OF RELEVANCE:
Catherine Hettinger, a chemical engineer by training, designed the first fidget spinner.
“It started as a way of promoting peace, and then I went on to find something that was very calming,” Hetting
https://www.youtube.com/watch?v=AMvewRnfzac
https://www.youtube.com/watch?v=0Lthvm6yOvY
http://twitchetts.com/2017/06/fidget-spinner-art-firework-craft.html/ fidget spinner as mark maker
Books
Stories behind some great inventions
by Wulffson, Don L
https://www.youtube.com/watch?v=D2lUERukgg4 Toy Designer
https://www.youtube.com/watch?v=GzVVTB8TSdc Toy Con
https://www.youtube.com/watch?v=Bq6NI-XwnfI fidget spinner how to (from cardboard)
PREREQUISITES:
Students should be familiar with and know how to manage glue guns, scissors
Students will need to understand how their art interacts with other students work in the classroom. Concept of selves in relation to others.
SAFETY HAZARDS:
Students may encounter scissors, hot glue, awl, hand drill
INTERDISCIPLINARY CONNECTIONS:
This lesson connects to Language Arts as it encourages students to write about the hidden meaning behind their visuals. Students will write artist statements to show why they made choices and ideas/designs in their work in their journals.
How does this lesson connect to other subject areas outside of the visual arts?
For example: Math, science, Language arts, music, performing arts, etc….
Where do you connect reading and writing into this lesson plan? What strategies are incorporated to help your students see the connection between reading/writing and art making? (It is required by the IDOE that every teacher implements reading strategies into their teaching)
I-B. UNIT OVERVIEW (RATIONALE)
We want to explore alongside students the types of culture that they interact with. We will investigate the culture of children and explore their interests while learning art techniques.
We will use toys and items that are in the children’s lives to explore their installations and culture.
In this unit, students will experiment with art techniques as they explore ideas and items that they come into contact with for their choice of installation work or performance work.
**A meme (/ˈmiːm/ MEEM) is an idea, behavior, or style that spreads from person to person within a culture
I-A. LESSON OVERVIEW (RATIONALE)
This lesson jumps off of last's week discussion on culture and what is culture to the children. We will look over their answers written on sticky notes/ organized into categories as a refresher and see the connections between our choices. The installations will be pulled out and the students can add/rework pieces of their sculptures. This lesson is important because it will allow the children to investigate culture and if they want to add plaster castings to their pieces or start another installation that connects with the first one. Fidget spinners and making their own fidget spinners will give some students the power to manipulate and makes toys from scratch instead of relying on store bought items. Making the fidget spinners from a variety of materials and possible using them as mark makers.
II. LEARNER OUTCOMES
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Students will learn about different types of cultures and express what culture means to them both on a worksheet and through discussion
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Students will decide what ideas they chose to explore this semester and their ideas will be recorded on a unit map
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Students will gain a basic understanding of installation art and construct the base of their sculptures
III-A. NATIONAL ART STANDARDS
3rd VA:Cr1.2.3a
Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.
4th VA:Cr1.2.4a
Collaboratively set goals and create artwork that is meaningful and has purpose to the makers.
3rd VA:Re8.1.3a
Interpret art by analyzing use of media to create subject matter, characteristics of form, and mood.
4th VA:Cn10.1.4a
Create works of art that reflect community cultural traditions.
III-B. PENNSYLVANIA DEPARTMENT OF EDUCATION STANDARDS
9.1. Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts
H. Handle materials, equipment and tools safely at work and performance spaces. • Identify materials used. • Identify issues of cleanliness related to the arts. • Recognize some mechanical/electrical equipment. • Recognize differences in selected physical space/environments. • Recognize the need to select safe props/stage equipment. • Identify methods for storing materials in the arts.
I. Identify arts events that take place in schools and in communities.
J. Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others. • Know and use traditional technologies (e.g., charcoal, pigments, clay, needle/thread, quill pens, stencils, tools for wood carving, looms, stage equipment). • Know and use contemporary technologies (e.g., CDs/software, audio/sound equipment, polymers, clays, board-mixers, photographs, recorders)
9.2. Historical and Cultural Contexts
A. Explain the historical, cultural and social context of an individual work in the arts.
D. Analyze a work of art from its historical and cultural perspective.
IV. MATERIALS NEEDED FOR LESSON
Cardboard, fabric, hot glue, scissors, wire, projectors/cameras/other electronics, drawing materials (for sketchbooks), box-cutters/x-acto knives, mattes for cutting, fabric glue/craft glue, paint, air drying clay, plaster of paris, mixing containers, play doh, yarn, crochet hooks or using hands for finger crochet, pennies, glue, paper to draw designs
V. TEACHER ACTIONS / EXPECTED LEARNER ACTIONS
V
I. ENDING THE LESSON
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Closure of Lesson What will you do to end this lesson?
We will end the lesson with a mini art show of our work. At the close of the class, students will tidy up and line up for to try out the singing bowl.
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Transition to Next Lesson How does what happens in this lesson set the stage for what will occur in the following lesson?
This class is the start of helping students to self direct and focus on their interests. We will use it as a guide to set up our lessons and stations to give students more choices and focus on their interests.
VII. REFERENCES TO MATERIALS CONSULTED
https://www.youtube.com/watch?v=AMvewRnfzac
https://www.youtube.com/watch?v=0Lthvm6yOvY
https://www.youtube.com/watch?v=D2lUERukgg4 Toy Designer
https://www.youtube.com/watch?v=GzVVTB8TSdc Toy Con
https://www.youtube.com/watch?v=Bq6NI-XwnfI fidget spinner how to (from cardboard)
Books:
I spy spooky night: a book of picture riddles
by Wick, Walter; Marzollo, Jean
The lonely doll
by Wright, Dare
Toys: amazing stories behind some great inventions
by Wulffson, Don L
https://www.youtube.com/watch?v=D2lUERukgg4 Toy Designer
https://www.youtube.com/watch?v=GzVVTB8TSdc Toy Con
https://www.youtube.com/watch?v=Bq6NI-XwnfI fidget spinner how to (from cardboard)
History of Meme https://en.wikipedia.org/wiki/Meme
http://www.fischkalb.com/ Oliver Griem works
https://www.youtube.com/watch?v=yRKpNaVaP84 (Teacher tips for classroom management)
https://www.youtube.com/watch?v=NFDmsNCGcvc Magda Sayeg
https://www.youtube.com/watch?v=FB_KGZaR9dI (London Kaye, swear word at the end of the video)
http://www.londonkaye.com/streetart
https://www.youtube.com/watch?v=AMvewRnfzac
https://www.youtube.com/watch?v=0Lthvm6yOvY
https://www.youtube.com/watch?v=D2lUERukgg4 Toy Designer
https://www.youtube.com/watch?v=GzVVTB8TSdc Toy Con
https://www.youtube.com/watch?v=Bq6NI-XwnfI fidget spinner how to (from cardboard)
VIII. THE CLASSROOM AS A THIRD TEACHER
We will have stations around the room for students to work and see what they are drawn to. The space gives off a studio vibe which will encourage curiosity as well as bring in dialog of what it is to be an artist and how to respect the space/keep it organized.
Teacher Actions:
9:00-9:20
Welcome Students. Pass out
Sketchbooks/settle in
Teacher will chose a collector at each table to pick up sketchbooks.
9:20 intro (10 min)
Ask for attention, use singing bowl if you need to. Show slide recap of what we talked about in our previous class..
Use singing bell to focus children onto next task.
9:25
Discuss installation/group projects
Ask if they can define culture? Such as culture simple being our way of life. Go over installations and what they are working on.
Show them the slide show of what we will be working on in our additional stations.
9:35
Ask if they would like to do fidget spinners or yarn bombing first. We will dedicate another class if we run out of time for yarn bombing. Some may want to finish up faster and could start on crocheting.
Talk about Fidget spinners, who created them and play video about them. Same plan if it is yarn bombing.
9:45
-Hot Glue Zone
-Knitting (with ipad)Yarn/Crochet hook
-Work Station:Cutting (cardboard/paper supplies)
-Book Zone
-Play Station (free play/design)
-Fidget Spinners (with ipad)
9:55
Activity time. Building Fidget Spinners or Crocheting.
10:40
Share works if students would like to see what is being done. Talk about students bringing in small plastic toy items to consider making replicas for the next class.
10:50
Clean up time (use bell if needed)
Teachers will remind students which table needs to pick up supplies and put away.
11:00
Remind students of the next weeks project making copies of a toy for their installation. Have students think about places they would like to tag with their knitting graffiti, where they would like to perform their fidget spinners.
Expected Learner Actions:
9:00-9:20
Sit and decorate/draw/write in their journals with markers or pencils, charcoal, pastels (Baskets on each table)
Student with the most readiness will pick up sketchbooks.
9:20
Repeat instruction of singing bell/reminder. At the end of class, they will get to line up and try out the singing bowl once cleanup is done. (incentive to quickly tidy up).
9:25
Listen to presentation. Ask questions by raising hands and jotting down ideas (if they want to).
9:35
Students will raise hands if they want to do Fidget Spinners first or Yarn bombing.
9:45
Notice the new Knitting station and ipads
Students will observe and ask questions. Listen.
9:55
Students will begin to cut out patterns for fidget spinners. Pick cardboard to cut out If they want to explore a station for a longer period of time, that is fine. They will chose one that they can express what interests them.
10:40
Students will raise hands if they want to share their work. Students can verbally share or write a statement
10:50
Clean up time
Each table will be assigned a task. One will take care of gathering scraps of paper and fabric.
11:00
Students will leave their projects in drying stations and tidy up room. Students will line up so they can try the singing bowl.
