The Child’s Culture Lesson 6, part 2 of lesson 5

Cultural art exploration

Teachers: Emily Dimov-Gottshall

Assistant to the Teacher: Jeff Cornwall

Documenter & Interested Adult(s): Jeff Cornwall & Sarah Thompson

Unit Title: Culture

Lesson Title: Paper Mache and folk art

Grade Level: 3 and 4 grade

Number of Students: 20

Lesson #: __5__ of __2_ projected lessons.

BIG IDEA (UNIT):

The Child’s Culture

BIG IDEA (LESSON):

Reuse of upcycled items creating new meaning based on historical or cultural influence. Showing students that what is often discarded/put into landfills can be given new life as innovative art.

ART / ARTIST(S) OF RELEVANCE:

Emmanuel Botalatala

A Congolese artist who works with found, recycled items in his art. He creates works that explore deeper meanings and ideas that are important to him. He is dubbed the Minister of Garbage. He is concerned with the environment by reducing our waste and reusing what we have as well as deeper ideas about culture and expressing what we want through art.

http://www.aljazeera.com/programmes/witness/2017/10/minister-garbage-rubbish-art-kinshasa-171024065818197.html

https://www.youtube.com/watch?v=w_QhXsOynbI Emilio Sosa Medina

https://www.youtube.com/watch?v=6V6ijg-nmP8 Saulo Moreno

http://www.mexican-folk-art-guide.com/saulo-moreno.html#.WfCr02iPLcs

https://www.youtube.com/watch?v=tVBb-O41G0w Paper mache how to

https://www.etsy.com/shop/mycyclesart

Books

I spy spooky night: a book of picture riddles

by Wick, Walter; Marzollo, Jean

https://www.youtube.com/watch?v=w_QhXsOynbI Emilio Sosa Medina

https://www.youtube.com/watch?v=6V6ijg-nmP8 Saulo Moreno

http://www.mexican-folk-art-guide.com/saulo-moreno.html#.WfCr02iPLcs

https://www.youtube.com/watch?v=tVBb-O41G0w Paper mache how to

https://www.etsy.com/shop/mycyclesart

PREREQUISITES:

Students should be familiar with and know how to manage glue guns, scissors, yarn and fiber

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, staying in small groups

INTERDISCIPLINARY CONNECTIONS:

This lesson connects to Language Arts as it encourages students to make connections with their work influencing dialogs of space and ownership. Students will write artist statements to show why they made choices.

We will include writing into the art piece itself. Some students chose to write and some did not chose to do so. We will reference our previous writings about culture from our yellow sticky paper notes on culture.

I-B. UNIT OVERVIEW (RATIONALE)

We will use paper mache to explore personal narratives and ideas while reusing items from our immediate culture for upcycling purposes as well as understanding that we are taking the throw away culture and making our own creations from this items.

In this unit, students will experiment with paper mache as they explore culture and expression of their own story. They will have opportunity to work in a group project called “The Welcome Blanket”. The Welcome Blanket is a project that aims at connecting people who already live in the United States with our country’s new immigrants. With the handmade blanket it is both a symbol and literal comfort and warmth. It is a response to be inclusive in an environment often is exclusive.

I-A. LESSON OVERVIEW (RATIONALE)

Making art from items normally discarded and recycled reinvents culture to fit our own stories and narratives. This lesson is important because it will allow the children to investigate culture by showing children they can take items in our environment and reinvent them to express their own meanings and ideas. This lesson introduces the welcome blanket project.

II. LEARNER OUTCOMES

Students will learn about paper mache.
Students will decide what they would like to express and show with their sculpture.
Students will gain a basic understanding of reuse and recycling.

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 for looms, fabric, hot glue, scissors, wire, projectors/cameras/other electronics, drawing materials (for sketchbooks), fabric glue/craft glue, yarn, crochet hooks or using hands for finger crochet

V. TEACHER ACTIONS / EXPECTED LEARNER ACTIONS

VI. ENDING THE LESSON

Closure of Lesson What will you do to end this lesson?

We will end the lesson with displaying our projects and letting them dry. We will work together to clean up. At the close of the class, students will tidy up and line up for to try out the singing bowl.

Transition to Next Lesson

This class helps students to see their work has a place in culture and reinterpreting culture. We will use it to reinforce concepts of self and how we are part of the bigger cultural dialog. This lesson helps to open up ideas that we can make something out of items that usually discarded.

VII. REFERENCES TO MATERIALS CONSULTED

https://www.youtube.com/watch?v=w_QhXsOynbI Emilio Sosa Medina

https://www.youtube.com/watch?v=6V6ijg-nmP8 Saulo Moreno

http://www.mexican-folk-art-guide.com/saulo-moreno.html#.WfCr02iPLcs

https://www.youtube.com/watch?v=tVBb-O41G0w Paper mache how to

https://www.etsy.com/shop/mycyclesart

Books:

I spy spooky night: a book of picture riddles

by Wick, Walter; Marzollo, Jean

I am plastic: the designer toy explosion

by Budnitz, Paul

The lonely doll

by Wright, Dare

Toys: amazing stories behind some great inventions

by Wulffson, Don L

https://www.youtube.com/watch?v=w_QhXsOynbI Emilio Sosa Medina

https://www.youtube.com/watch?v=6V6ijg-nmP8 Saulo Moreno

http://www.mexican-folk-art-guide.com/saulo-moreno.html#.WfCr02iPLcs

https://www.youtube.com/watch?v=tVBb-O41G0w Paper mache how to

https://www.etsy.com/shop/mycyclesart

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. Going into a public space gives students a bigger concept of how their work transcends a room and opens up the dialog of how their are part of the bigger classroom of life.

Teacher Actions:

9:00-9:10

Welcome Students. Pass out

Sketchbooks/settle in

Students will chose who picks up journals and puts them away.

9:15 intro (5 min)

Ask for attention, use singing bowl if you need to. Talk about what we are going to do with paper mache, and Welcome Blanket project. https://www.welcomeblanket.org/ Show slide recap of what we talked about in our previous class adding the Welcome Blanket and what it is about in slide show.

Use singing bell to focus children onto next task.

9:20 (5 Min)

Walk around projects notice the textures, what caused paper to form in a certain way. How the yarn and fabric reacted to the glue.

9:25

Get projects and add elements to them. supplies, cardboard, items for design ideas. Wire, gathering supplies to work on.

Activity time. Music plays, ask if someone would like to be a Music DJ for music suggestions that are appropriate.

10:40

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: Finishing up previous works, painting and finishing their installations. We will think about the show and how to display works.

Expected Learner Actions:

9:00-9:10

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.

9:15

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).

9:20

Listen and observe. Ask questions by raising hands.

9:25

Students will work on their projects.

Activint time.

Students will be allowed to sit in small groups or individually as they work. They can chose what they feel like trying out but must try it for 20 minutes before they try something else. Learn to “make it work”

10:40

Students will clean up. Put away supplies and wipe up spills.

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.