Any Given Child Tulsa



107632580645 A Teacher Guide for the Grade 1 Field Study visit to: This teacher’s guide includes classroom lessons designed to assist teachers in preparing their students for a visit to the Thomas Gilcrease Museum. Academic vocabulary lists, lessons, and resources are included in this guide. The lessons engage students and teachers in observing, writing, listening to, and discussing about the characteristics of the museum’s American art and artifacts; the history of the American West, Native American art and artifacts; as well as historical manuscripts, documents, and maps. The lessons address specific curriculum objectives in language arts, mathematics, social studies, science, and visual arts/ fine arts for Grade 1. All curricular connections are based on Oklahoma C3 Standards and Common Core State Standards which can be used as interdisciplinary teaching tools. Please feel free to visit the web site: Museum MannersBefore you go: Discuss museum behavior with students.? Gilcrease Museum is a place for learning about the American West and viewing Native American art and artifacts. Certain rules should be followed to keep it a place that is suitable for everyone to visit. Use Inside voices Be respectful of othersNo running in the museum Do not bring food or drinks Leave backpacks at school or on the bus Following these rules will help keep the exhibits safe for everyone to enjoy. Do not touch anything without permission Listen to the docent when he/she is speakingRaise your hand to ask the docent a questionStay with your group and an adult at all timesChaperone Expectations1. Arrive at the museum with or before the students.2. Create groups with 10 students per adult.3. Know the names of students in your group.4. Continually monitor and correct poor student behavior.5. No photography or cell phone use during the tour.Preparing for the Gilcrease MuseumActivity 1 – Class DiscussionWhat is a museum? Have you ever been to a museum? Which one(s)? What did you see there? What did you do there? What do you like best about visiting museums? What types of museums are there? Ask your class to make a list of common characteristics of a museum.Activity 1 – (Extended)-Tell students they will be visiting Gilcrease Museum to learn about the Native American Artistic Traditions. Ask them what artifacts they expect to see during the visit.Activity 2 – Student Art SurveySurvey your class to find out which type of art they prefer. Choices might include painting, drawing, clay, coloring, and paper m?ché. What is the class’ favorite type of art? Create a data chart to display for the class showing their favorite art.Activity 3 – Collections and countingThe Gilcrease Museum is a place where special objects and collections are on display. Thomas Gilcrease collected Native American artifacts such as pottery, paintings, maps, baskets and weavings. Ask students if they collect any special items such as rocks, coins, cars, stuffed animals, etc. Find out how many students collect items. Tell students that many people collect a variety of different items. Have students use the “My Collection” worksheet provided in the resource section to make discoveries with shapes, numbers, and colors.Activity 3 – (Extended)Thomas Gilcrease placed his collections in a museum. Ask students where they keep their collections. Allow students to bring a sample of their collections to school for show and tell. Have students give a description of their special item(s), explain how or why they started collecting and articulate how many items they have collected altogether. Activity 4 – Bulletin Boards and ArtifactsCreate a bulletin board in your classroom about your study of the Native American Traditions and the fieldtrip to Gilcrease Museum. Have students use library resources or the internet to research Native American art. Include student created work, brochures, and photos from Gilcrease Museum.Activity 4 – (extended)Create a bulletin board similar to the picture below – depicting all uses of a buffalo by the Native American people. Some of the items depicted in the illustration below will be on display in the museum.Activity 5 – Preparing for a visit to Gilcrease MuseumIn the Gilcrease Museum students will see signs that say “Please Do Not Touch.” Ask students - Why do you think that the museum would display this sign?Demonstrate for students how fingerprints affect a work of art/artifact by using a mirror or piece of glass.Have your students take turns touching the mirror/glass/iPad.Have them view the fingerprints that are left behind.Discuss what creates that fingerprint?(Discuss how these same fingerprints if left on paintings and artifacts would ruin their value.)Activity 6 –Use your senses when viewing art by seeing, thinking and feeling Practice with these pictures before you go to the Gilcrease museum.What are the main colors you see? Would this bag feel smooth, rough, soft, etc.?Bandolier Bag Chippewa, Great lakes Region (ca. 1920)Glass beads, Cotton, Velvet, YarnDo you see people, animals, places, shapes or patterns? Can you find similarities and differences in their dress?James Auchiah, KiowaFour Dance Figurestempera on paper, 1939If this Kachina figure could sing, what song would it choose? What instrument would it play?Kachina – Mud HeadHopi (ca. 1900s)Feathers, Wood, Cotton, PigmentWhat do you think is happening in the picture? What sounds do you hear? Can you pose like one of the people in the painting?Paul J. Goodbear, CheyenneCheyenne War Dancetempera on paper, 1939What would it feel like to be in this photo? What season do you think it is in the photo? What would the temperature be?Autumn LeavesActivity 7 – Design a Totem PoleTotem poles are monumental sculptures carved from large trees by Native Americans from the Pacific Northwest Coast. The images on totem poles vary. Some totem poles represent historic persons, legends, family lines, or important events, but others are simply artistic. Have students choose a historic person and design a totem pole for him/her. Students may research totem poles and/or they may use the web link found in the resource section.Students will see this totem pole at Gilcrease. How big do you think it is? What do you think it represents? What animals do you see? Do you see any specific shapes or patterns?Teacher OverviewFirst grade students will visit Gilcrease Museum’s The Enduring Spirit: Native American Artistic Traditions which houses Native American art and artifacts. Students will tour the exhibit and discuss art and artists from the Plains, the Southwest, the Northwest Coast, and the Arctic regions of North America. Major themes of this exhibition include change and continuity, cultural differences, and Native American expressions of self-identity. Lesson SummaryThis lesson will use primary resources, art and artifacts to create a deeper understanding of the native peoples from the Indian Territory, the Great Plains, the East, the Southwest and the Northwest Coast. Students will also increase their understanding of geographic regions and how those regions influenced Native American art. Learning ObjectivesStudents will:Use a map of the United States of America and point out regions where native peoples lived in the past.Understand that art tells a story of the people/culture that made it.Recognize patterns and materials used in creating art.Academic VocabularySOCIAL STUDIESELASCIENCEMATHFINE ARTSAtlantic Oceanatlasbuffalo hidecontinentcradleboardEasternencyclopediafeather bonnetGreat PlainsIndian TerritoryInuitkachina dollmapmoccasincommunityNorth AmericaNorthwest CoastPacific Oceanpast/present/futuresymbols/traditionsseasonsshieldSouthwesttimelinetotem poletradebeginning characterconversationdate (written form)discussending illustratelanguagemiddlenounpoempredictsentencesettingverbvocabularyanimaldesertmoonnaturesafetyshelterskystarsunchartcircledescribedirectionexplaingreater thanguessless thanlistpatternsizesquaretrianglesancient artartifactbalanceceramicsclaycolordesign docentdrawingemphasisformlandscapeloommaterialspaintpatternportraitpotteryrepetitionsculptureshapesymboltexturetoolsweavingyarnInstructionGather examples of artifacts of major Native American tribal groups (Great Plains, Northeast, Southeast, Southwest and Northwest Coast) for the students. Choose examples from library books, encyclopedias, websites, and/or personal effects. Have the students identify each example. Ask the students how they can "read" or recognize each of the artifacts. What clues are they using? Many children connect the words and patterns they see with a person, a place, an experience, or a story. Using each of the items gathered by the students, draw their attention to the fact that information often appears in different ways. For example, sometimes a letter might be written in cursive or in upper or lower case. Sometimes objects are big or small and sometimes there are specific colors. The same object can look different when it appears in different settings. For example, we wear clothing but it looks different depending on the season. What are the differences? Have students use different colors for coloring in the different regions of the “Native American Tribal Regions Map.” Talk about the differences in each region such as climate, animals, food, clothing and people. Next, students will write or draw next to the region’s name to help them remember a specific fact about that area.Lesson Extension – Provide students with several examples of Native American symbols (e.g., sun, moon). Discuss with them that symbols tell a story in different cultures. Have students research symbols used by Native Americans. Using only the symbols, have students create and tell a story.Native American Tribal Regions MapPost Gilcrease Museum VisitActivity 1 – Thank You Post CardCreate a Post Card to send to the Gilcrease Museum guides thanking them for sharing the stories and explaining the artifacts to the group. Include an illustration of what the student remembers from the fieldtrip. Activity 2 – Buffalo Hide AutobiographyThe buffalo hide autobiography is a series of drawings on a buffalo robe which tells about events of a person’s life from the previous year(s). Have students draw on the buffalo hide outline to tell about their lives this past year. (Web link below – Buffalo Hide outline) Activity 3 – Creating a Decorative PatternOn strips of paper, have students use triangles, squares, circles, and other shapes to create a pattern that repeats itself. This may be used as a border or a frame. Ask students to explain what their pattern represents.ResourcesTulsa Public Schools LibrarySafari Montage Playlist of videos: Log into Safari Montage, click Playlist tab at top, scroll down to “Native American Culture,” (public playlist). Please preview before showing your class. (Teachers may log into safari with their username and password)Britannica K-8 (TPS) database: Primary sources are brief, can be read aloud to students, and include some good photos.?Children’s Library at Gilcrease MuseumA Braid of Lives, Native American Childhoodedited by Neil PhilipArtPatrick McDonnellBuffalo HuntRussell FreedmanCoyoteGerald McDermottDancing With The IndiansAngela Shelf MedearisGift HorseS.D. NelsonHORSES!Gail GibbonsIf you lived with the Indians of the Northwest CoastAnne KammaNations of the Northwest CoastK. Smithyman & B. KalmanNative American CraftsJudith Hoffman CorwinNorthest Coast Indian DesignsMadeleine Orban-SzontaghOklahoma Native AmericansCarole MarshPlaces of PowerMichael DeMunnPolar Bear NightLauren ThompsonStorm BoyPaul Owen LewisThe Button BlanketNan McNuttThe Flute PlayerMichael LacapaThe Ledgerbook of Thomas Blue EagleJ. Grutman and Gay MatthauTotem Poles of the Jamestown S'Klallam TribeDale Faulstich, Joan WorleyWhy Buffalo RoamL. Michael KershenWhere's the Me In Museum: Going to Museums with ChildrenMilde Waterfall, Sarah GrusinWeb ResourcesCherokee Heritage Center Gilcrease Museum Great Resource on Native American Tribes National Museum of the American Indian National Museum of Natural History Website Philbrook Smithsonian - Buffalo Hide Outline Woolaroc Totem Pole Templates Additional Programs for 1st Graders offered by GilcreaseMini Masters and Kids Dig Books - Both are hour long programs appropriate for children 3-6 years old. Kids Dig Books is a half hour of story time with a half hour of art making. Mini Masters - Children will learn about art elements in the galleries with a half hour of art making. The Gilcrease classes have a 20 child limit. Classes may alternate with the Kravis Discovery Center if larger groups come to the museum. Gilcrease also offers bus reimbursement money for classes who visit.The Kravis Discovery Center is for children 4 years old and older. There are drawers of artifacts that children and teachers can open to learn more about Native American life. This program offers children the opportunity to learn by using computers with images, activity sheets, factual information, interactive games and research. **As a part of the Any Given Child program, Tulsa Public Schools’ 1st graders are taking advantage of the Gilcrease Goes To School program (pre-visit presentation), First Visit museum tour, and Art Sparks (post-visit art making).My Collection WorksheetMy CollectionI collect blankets that have geometric shapes. What shapes and colors do you see? Describe each blanket buy the color, shapes and number of shapes. My Collection p2/2 I collect old copper pennies. How many pennies do I have in my collection? _____ I have a vase collection that has 20 geometric shapes. The first vase has 6 blue rhombuses, second vase has 9 green triangles and the third vase has ______ yellow hexagons. Can you help draw my collection? (Use pattern blocks to help you if needed. StandardsEnglish Language Arts – Grade 1WritingELA-Literacy.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.ELA-Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.ReadingELA-Literacy.RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas.Mathematics – Grade1GeometryReason with shapes and their attributesMath.Content.1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.Math.Content.1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.Science – Grade 1PHYSICAL SCIENCE Standard 1: Properties of Objects and Materials – Characteristics of objects can be described using physical properties such as size, shape, color, or texture. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. Objects have properties that can be observed, described, and measured. 2. Using the five senses, objects can be grouped or ordered by physical properties. EARTH/SPACE SCIENCE Standard 3: Changes of Earth and Sky – Observe natural changes of all kinds such as the movement of the sun and variable changes like the weather. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: 1. The sun warms the land, air, and water. 2. Weather changes from day to day and over the seasons. Weather can be observed by measuring temperature and describing cloud formations.Social Studies Process and Literacy Skills – Grade 1Skills Standard 1: The student will develop and demonstrate Common Core informational text reading literacy skills.B. Text and Structure 6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.Skills Standard 2: The student will develop and demonstrate Common Core writing literacy skills. A. Text Types and Purposes 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.Skills Standard 3: The student will develop and demonstrate Common Core speaking and listening skills. A. Comprehension and Collaboration 2. Ask and answer questions about key details in a social studies text read aloud or information presented orally or through other media. B. Presentation of Knowledge and Ideas 5. Add social studies focused drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.Social Studies Content Skills – Grade 1Citizenship Literacy Content Standard 1: The student will analyze his/her role as a citizen in a community. 4. Describe how historic figures display character traits of fairness, respect for others, stewardship of natural resources, courage, equality, hard work, self-discipline, and commitment to the common good.Geography Literacy Content Standard 3: The student will demonstrate knowledge of basic geographic concepts. 2. Construct maps and identify cardinal directions of north, south, east, and west, and identify locations on the map of their community, Oklahoma, and the United States.History Literacy Content Standard 4: The student will examine important events and historic figures in the nation’s past. 4. Commemorate the contributions to the American nation of significant groups including National Hispanic History Month, Native American Heritage Month, and Black History Month. Visual Art - Grade 1 Standard 1: Language of Visual Art - The student will identify visual art terms (e.g., collage, design, original, portrait, paint, subject). 1. Use appropriate art vocabulary. 2. Name elements of art; line, color, form, shape, texture, value and space. 3. Name the principles of design; rhythm, balance, contrast, movement, center of interest (emphasis) and repetition. 4. Use the elements of art and principals of design. Standard 2: Visual Art History and Culture - The student will recognize the development of visual art from an historical and cultural perspective. 1. Understand art reflects a culture. 2. Identify connections between visual art and other art disciplines. 3. Identify specific works of art produced by artists in different cultures. Standard 3: Visual Art Expression - The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of visual art. 1. Experiment in color mixing with various media. 2. Use a variety of subjects, basic media and techniques in making original art including drawing, painting, and sculpture. 3. Demonstrate beginning skills of composition using the elements of art and principles of design. 4. Use art media and tools in a safe and responsible manner. Standard 4: Visual Art Appreciation - The student will appreciate visual art as a vehicle of human expression. 1. Demonstrate appropriate behavior while attending a visual art exhibition in a museum or art gallery. 2. Demonstrate respect for their work and the work of others. 3. Demonstrate thoughtfulness and care in completion of artworks. ................
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