The Child’s Culture Lesson 5 part 1

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 :Paper Mache

Grade Level: 3 and 4 grade

Number of Students: 20

Lesson #: of 5 of 2 projected lessons.

BIG IDEA (UNIT):

The Child’s Culture

BIG IDEA (LESSON):

Meme history and making our own culture

ART / ARTIST(S) OF RELEVANCE:

Saulo Moreno: Mexican Folk artist working in paper mache and culturally influenced art.

Review of previous artists as well as allowing students to do music DJ as they work to finish up their projects.

Books

PREREQUISITES:

Students should be familiar with and know how to manage glue guns, scissor, liquid starch, water and glue.

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.

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.

I-A. LESSON OVERVIEW (RATIONALE)

This lesson jumps off of last's week discussion on culture and what is culture to the children. The installations will be pulled out and the students can add/rework pieces of their sculptures. This lesson is important because it allows children to have time to finish their pieces. We did a gallery walk and looked at each others work and brought up a point or two about how things change from one week to the next when they dry as with the paper mache.The children discuss Knit installations and how their pieces will look in public spaces. We look for compromises if we can’t knit bomb in the gallery. Fidget spinners and refining their work gives them a chance to see if they want to add color.

II. LEARNER OUTCOMES

Students will learn about different types of cultures and express what culture means to them both on a worksheet and through discussion
Students will decide what ideas they chose to explore this semester and their ideas will be recorded on a unit map
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

VI. ENDING THE LESSON

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.

Transition to Next Lesson

This class helps students to self direct and focus on their interests while offering a space that is controlled and not overly chaotic. 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

We had classic videos playing to create a relaxing atmosphere as we focused on finishing our projects.

VIII. THE CLASSROOM AS A THIRD TEACHER

We have a u shaped station 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

We use a new set up with a “U” shape for the supplies table. The lights were on and the space was organized with trays for the glue and water or liquid starch. I taped towels down on the floor to keep them from slipping when wet and will modify this for my own classrooms by attaching to rubber backed cardboard as an alternative. we will be working on in our additional stations.

Extra supplies were on a table in the front of class to be easily obtained and used.

9:35

I will walk around and help those who need to be helped.

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 a welcome blanket

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.