Lesson Plan for Favianna Rodriguez and mapping migration

Name: Emily Dimov-Gottshall

Lesson Title:

Butterflies and Mapping based on the artist Favianna Rodriguez and her work “Migration is Beautiful”

Grade Level

And class size:

Duration:

Rationale:

2nd through High school

20-28 students

One month exploration

To teach empathy through learning one’s history by tracking personal family travels and connecting with environment with butterflies from that country.

Learning Objectives:

People have expressed experiences and ideas through the arts throughout time and across cultures.

PA Standards.

9.1 A. Know and use the elements and principles of art form to create works in the arts and humanities

9.1 B. B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

9.1 F. Explain works of others within each art form through performance or exhibition

9.3 F Apply the process of criticism to identify characteristics among works in the arts.

Assessment

Evidence of Success

Student will have accomplished the State Standards for at least 3 of the objectives.Student will have a map with at least one butterfly to correlate to their history and country they most associate with. They will have a written statement or VND of their work. Shows signs of connection with other countries and some understanding of why people migrate.

Assessment instruments

Artwork, maps, VND powerpoint

Teacher resource guide

Film to view:

El Norte

http://tbalatinamericaimmigration.weebly.com/art-work.html

Syria Refugee Crisis

http://syrianrefugees.eu/

http://theseedhouse.org/semilla-leadership.php

http://artsology.com/blog/2015/11/mass-migration-in-the-news-and-in-art/

The Arts in New York City blog

http://macaulay.cuny.edu/eportfolios/thompsonfall2015/page/13/

http://www.culturestrike.org/project/migration-is-beautiful

http://fusion.net/story/252637/obama-has-deported-more-immigrants-than-any-other-president-now-hes-running-up-the-score/

http://fs.fed.us/wildflowers/pollinators/Monarch_Butterfly/migration/index.shtml

Google maps

Wikipedia

Google search engine to trace butterflies from that origin

Visual References:

Favianna Rodriquez

https://en.wikipedia.org/wiki/Favianna_Rodriguez

Border Dynamics

http://artmuseum.arizona.edu/public_art/border-dynamics

https://borderbybryan.wordpress.com/2011/01/30/border-dynamics/

Day of the Dead art

https://en.wikipedia.org/wiki/Day_of_the_Dead

Diego Rivera

http://www.diego-rivera-foundation.org/

Roy Litchenstien

http://lichtensteinfoundation.org/

Instructional Strategies and Learning Tasks

Day 1

Learning Objectives

Evaluating Criteria

Assessment Instruments

To understand that we are connected and migration is a natural part of life.

Demonstration of concepts based on how they have organized their work, researched the material and added an artist to their work.

Evidence of art work, statements, powerpoint and map either handmade or google maps.

Instructional Strategies

Learning Tasks

Motivation

I will have the students have access to computer technology, have them spend time with family members or friends who they associate with for information based on the area they live in. They will have access to the library and will be able to collect information for their research.

If no technology is available, it would be more hands on and still find ways to access search engines for their projects.

Students will need to be able to communicate with family members for their history. If not family is available, friends or their living companions will be good.

Exploration

Student will be given time to research their butterflies based on the country/state they most identify. They could include history or reasons why they think family moved. This would help to map out their stories.

Students will explore technology to research their work or local libraries. They could access ancestory.com to find further information and to broaden their understanding of what makes a map and their own maps.

Review and Reflect

time

I will look for evidence of research, connection to a place as representation of themselves and understanding that their map connects to other’s maps.

Students will present their work and give it some personal dialog either via a handmade map and can talk about their map story.

Modifications/Learner Accomodations:

Instructional Support Materials:

Computer access, library, researching family history.

Supplies:

Classroom Preparation:

Butcher paper, paints, brushes, pencils,