The Child’s Culture Lesson 7
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: Painting and finishing up projects
Grade Level: 3 and 4 grade
Number of Students: 20
Lesson #: __7__ of __1__ projected lessons.
BIG IDEA (UNIT):
The Child’s Culture
BIG IDEA (LESSON):
Presenting artworks for public viewing
ART / ARTIST(S) OF RELEVANCE:
Emmanuel Botalatala
We watched the video about the artist we had learned about the previous week.
It brought to life his actions of reusing items from landfills.
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Books
PREREQUISITES:
Students should be familiar with and know how to manage paint, safety, potentially working with spray paint outside with a mentor.
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.
I-A. LESSON OVERVIEW (RATIONALE)
This lesson will review many of their projects and how they will paint them, secure them for display in a public space.
II. LEARNER OUTCOMES
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Students will learn about refining their work and how others might engage with it.
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Students will decide if they would like to have an interactive piece as well.
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Students will gain an understanding of how work is displayed and what they would like their work to look like.
III-A. NATIONAL ART STANDARDS
3rd (MA:Pr5.1.3)
a. Exhibit developing ability in a variety of artistic, design, technical, and organizational roles, such as making compositional decisions, manipulating tools, and group planning in media arts productions.
4th VA:Cr1.2.4a
Collaboratively set goals and create artwork that is meaningful and has purpose to the makers.
3rd (MA:Pr6.1.3)
a. Identify and describe the presentation conditions, and take on roles and processes in presenting or distributing media artworks
4th VA:Cn10.1.4a
Create works of art that reflect community cultural traditions.
III-B. PENNSYLVANIA DEPARTMENT OF EDUCATION STANDARDS
9.1.3 Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts
D. Use knowledge of varied styles within each art form through a performance or exhibition of unique work
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
Paints, brushes, aprons, palettes, water containers, paper towels, spray paint, box to put spray paint in, spray bottles for liquid watercolor, gesso
V. TEACHER ACTIONS / EXPECTED LEARNER ACTIONS
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VI. 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
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 organize
Teacher Actions:
9:00-9:15
Welcome Students. Pass out
Sketchbooks/settle in
9:15 intro (15 min)
Ask for attention, use singing bowl if you need to. Show slide recap of what we talked about in our previous class. Talk about finishing up projects and painting what we have done. Will play the video we missed from last week.
9:20 Possibly walk over to Zoller to see our exhibit space and what we would like to display there
Take notes on what we would like for our displays and what we need for set up. Walk back to Patterson
9:50
Teacher will pass out paint palettes with paint on them. Brushes will be on table so they can reach them
Painting time.
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 week project finishing up the Welcome blanket and meeting for the December 2nd gallery set up for the yarn display.
Expected Learner Actions
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9:00-9:15
Sit and draw/write in their journals with with multimedia.
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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 Students will walk with a partner to the Zoller Museum. We will stay together as a group.
9:50
Students will get their art pieces and use trays with paints to start painting work
Painting time.
10:40
Clean up time
Each table will be assigned a task. Count students into groups of 3 and have them as small groups clean up, wipe table, clean off palettes and brushes.
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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.
