Unit - Identity



Unit – MultiCultural Patterns

General Unit Goal:

Students will find that the Elements of Art and Principles of Design exist throughout our past in every culture.

Lesson Title: Native America Wall Hangings/Geometry

Secondary Subjects: Math, Social Studies,

Grades: 5

Two Class Sessions

Objective:

To create an awareness about Native American Cultures and how they used different geometric patterns, colors, and symbols to identify their self and their community.

Materials & Resources Needed:

White paper;

White cotton fabric (11 x 17);

Washable paints- red, brown, white, orange, black

Paintbrushes of various tip sizes

Pictures of Native American Wall Hangings

Technology Needed (optional):

Computers with Internet Explorer or suitable web browser in order to provide the students with pictures or interactive videos regarding Native American designs.

Pre-Activities:

Teacher will need to model a creation of a design on construction paper and then have the children brainstorm some ideas on a free-draw piece of paper.

Activities:

1. Students will examine Native American Wall Hangings utilizing on line resources or examine actual samples or pictures brought in by teacher. Teacher will facilitate discussion based on the geometric patterns used and the extension (repeated use) of such patterns

2. Students begin to plan their own designs using white free-draw paper and pencils. Students can discuss and explain their choice of patterns and their choice of pattern.

3. Students transfer designs to cotton fabric, drawn with pencil.

4. Students begin to paint their designs and discuss the choice of colors in paint. Note to the students that the hues of the paint also can represent the earth tones direct from nature such as mineral rich soil, plants, berries, etc. that the Native Americans utilized.

5. Students complete their designs on their cotton fabric and lay flat to dry. Students may work on short presentation to describe process of making wall hangings and its relationship to math through it’s geometric shape.

SOLs

Visual Communication and Production

Grades 5- Curriculum Development

A: 5.1-7, 5.16

Cultural Context and Art History

Grades 5 Curriculum Development

A: 5.19, 5.20

Judgment and Criticism

Grades 5 Curriculum Development

A: 5.24, 5.26

Aesthetics

Grades 5 Curriculum Development

A: 5.29, 5.31

Math SoL’s

M: 5.3, 5.10, 5.11, 5.15, 5.20

Evaluation

1. Did students communicate their message effectively through their Native Wall Hanging?

2. Did the students participate in helping us understand their message during Open Critique?

Rubric

|ACTIVITY |Exemplary |Proficient |Partially Proficient |Incomplete |Pts. |

| |(4 points) |(3 points) |(2 points) |(0-1 points) | |

|Focus |Evidence of research and |Proficient evidence of visual|Cautious exploration, |no work submitted or | |

| |planning. Understood concept. |meaning, some planning as |rushed or quickly solved, |limited explorations | |

| |Visual meaning (symbols, verbal |expressed using visual |little evidence of | | |

| |communication, and ideas) |language. |changes. | | |

| |present. | | | | |

|Elements, Principles, |Superior quality; parts link to |Some exploration of |Unclear, missing ideas, |Lack of visual power, | |

|Expressive, |whole and are unified/held |materials, parts fit |not centered concepts or |does not grab the | |

| |together |together, unified whole |meaning |viewer, lack of | |

| | | | |meaning. | |

|Craftsmanship, |Strong evidence of new materials,|Well crafted; demonstrates |Some areas well crafted - |Little evidence of | |

|Technique, Elaboration, |transformation of form. |comprehension of the lesson’s|others messy or unstable |craft. | |

|Creativity | |research | |Overly simplified | |

|Reflection and |Outstanding evidence of |Proficient, satisfactory |Minimal level of |Limited reflection | |

|application to the |thoughtful reflections, naming |reflections through critic; |communication and |disengaged. | |

|classroom |and character traits. |some self-assessment. |reflection. |Minimal effort | |

| |Demonstrates ability to | | | | |

| |synthesize this studio project | | | | |

| |into future classroom goals. | | | | |

Lesson Evaluation

Was this lesson effective in assisting a students understanding of Native American Art and the meanings behind their wall hangings, and the concept/meaning of the artist’s work?

Extension: Have students plan a gallery showing where they can exhibit their art and/or auction their work to parents

Lesson Title: Adinkra Design

Secondary Subjects: Math, Social Studies,

Grades: 5

Two Class Sessions

This lesson plan is designed as one activity within a unit on Black History Month and/or Africa. Activities prior to this would include general African-American History and/or introductory and background activities about Africa.

Learning Outcomes:

a. following directions

b. demonstrate use of math concepts of rows, columns, repeated patterns

c. demonstrate understanding of symbols representing communication by creating/identifying a set of symbols and attaching meaning

To lead into this activity, discuss African cultural heritage and how it is rich with tradition, including song, dance, storytelling, and art. Use visuals to show samples. Discuss how different cultures use symbols to communicate. Even written language is made up of series of symbols. Ask students to give examples of common symbols in our own culture and what they mean (ex.- peace symbol, heart, safety symbols, advertising icons).

Explain that the Ashanti people made cloth with patterns of traditional symbols that had specific meanings. Tell students that they are going to create their own Adinkra Designs. Explore the following web site for more background and photos of traditional designs: marshall.edu/akanart/adinkracloth.html

Materials:

Styrofoam blocks or craft foam sheets, wood blocks, glue

variety of common items (see activity text)

tempera paint

paper - brown paper bags, wrapping paper, newsprint, etc.

black markers

(Alternate materials - muslin fabric, fabric paint)

Activity:

1) Have each student come up with 2 or 3 simple symbols to represent something to them, or use some traditional symbols. Make suggestions as necessary. (ex.-parallel lines could represent friends, a circle-family, a star-success, etc.)

2) Have students make the symbols stamps. There are a number of different ways this can be done.

a) Use styrofoam blocks- draw design and "carve" away outside using clay tools.

b) Or… Cut design out of craft foam sheets and glue to wood blocks

3) Give each student paper. Share paints and stamps between students in groups.

4) Have students divide paper into sections, using black markers to create borders (solid lines dashed lines, crosshatch, etc.) Incorporate math skills by requiring a specific set of rows, columns, shapes.

5) Have students begin stamping patterns. You may want to require a certain section of the print have a specific number of repeated rows, specific number of symbols in each row, repeated pattern etc. Monitor following directions as activity progresses.

6) Display finished designs in classroom or tape together to make large pieces of "cloth". Have students discuss meanings of the symbols they used. Have students identify rows, columns, repeated patterns, etc. that may have been required.

Alternate Method –

Use muslin fabric and fabric paints in place of paper/tempera. Pieces could be sewn together to make a classroom quilt.

Follow up activities:

• Incorporate other forms of African tradition into classroom lessons

• Read/discuss traditional African folktales

• Listen to music samples

• Take a field trip to an African cultural display, dance performance etc.

• Create simple writing samples utilizing student created/suggested symbols

SOLs

Visual Communication and Production

Grades 5- Curriculum Development

A: 5.1-7, 5.16

Cultural Context and Art History

Grades 5 Curriculum Development

A: 5.19, 5.20

Judgment and Criticism

Grades 5 Curriculum Development

A: 5.24, 5.26

Aesthetics

Grades 5 Curriculum Development

A: 5.29, 5.31

Math SoL’s

M: 5.3, 5.10, 5.11, 5.15, 5.20

Evaluation

1) Did students communicate their message/protest effectively through their Adinkra Design?

2) Did the students participate in helping us understand their message during Open Critique?

Rubric

|ACTIVITY |Exemplary |Proficient |Partially Proficient |Incomplete |Pts. |

| |(4 points) |(3 points) |(2 points) |(0-1 points) | |

|Focus |Evidence of research and |Proficient evidence of visual|Cautious exploration, |no work submitted or | |

| |planning. Understood concept. |meaning, some planning as |rushed or quickly solved, |limited explorations | |

| |Visual meaning (symbols, verbal |expressed using visual |little evidence of | | |

| |communication, and ideas) |language. |changes. | | |

| |present. | | | | |

|Elements, Principles, |Superior quality; parts link to |Some exploration of |Unclear, missing ideas, |Lack of visual power, | |

|Expressive, |whole and are unified/held |materials, parts fit |not centered concepts or |does not grab the | |

| |together |together, unified whole |meaning |viewer, lack of | |

| | | | |meaning. | |

|Craftsmanship, |Strong evidence of new materials,|Well crafted; demonstrates |Some areas well crafted - |Little evidence of | |

|Technique, Elaboration, |transformation of form. |comprehension of the lesson’s|others messy or unstable |craft. | |

|Creativity | |research | |Overly simplified | |

|Reflection and |Outstanding evidence of |Proficient, satisfactory |Minimal level of |Limited reflection | |

|application to the |thoughtful reflections, naming |reflections through critic; |communication and |disengaged. | |

|classroom |and character traits. |some self-assessment. |reflection. |Minimal effort | |

| |Demonstrates ability to | | | | |

| |synthesize this studio project | | | | |

| |into future classroom goals. | | | | |

Lesson Evaluation

Was this lesson effective in assisting a students understanding of African Traditions and Design, and the concept/meaning of the artist’s work?

Lesson Title: Vasarely and Op Art

Secondary Subjects: Math

Grade: 5

Two Class Sessions

Objective:

The student will identify the art Victor Vasarely and be able to describe Op Art. The student will successfully create an Optical Illusion artwork and understand how it works. The student will create a pattern, that when copied will repeat and create an optical illusion. The student can explain the illusion of Optical Art and can express their feelings about this effectiveness of the idea.

Materials:

White Paper cut into 4x5 inch rectangles

Glue

Black marker

Straight edge

Pencil

Vocabulary:

Optical Illusion

Repetition

Unity,

Variety

Perception

Nonrepresentational

Lesson Design:

Anticipatory Set/Motivation: Talk about Vasarely and Op Art. Discuss how even though your mind wants to believe that some of the squares are closer and some farther away; the real difference is just from variation of size.

Modeling/Demonstration: Show the students how it is very important that the sides match up and that making them a little simpler won't affect the overall design. Use the center for most of the emphasis. Using straight lines and geometric shapes on the edges will also make it easier, saving the organic shapes for the center.

Checks for Understanding: How can we plan for them to match up with the other side? What are we going to do first? How can we use a variety of lines to create an optical illusion?

Activity:

1) Students will start with pencil and work out their design.

2) When they feel confident on their image they will raise their hands and I will check to make sure the design will work.

3) Then they can trace over their pencil lines with the black marker.

4) During the time between the two classes, I will make copies of each students design 3 times.

5) When in class for the next period, they will cut their copies, paste them on a backing, and cut a matte to go around their work. Their design when pasted together should make a continuous design, so the two sides have to match up!

Cleanup: Collection of markers and pencils, collection of straight edges and collection of paper. Collection of glue at second lesson

SOLs

Visual Communication and Production

Grades 5- Curriculum Development

A: 5.1-7, 5.16

Cultural Context and Art History

Grades 5 Curriculum Development

A: 5.19, 5.20

Judgment and Criticism

Grades 5 Curriculum Development

A: 5.24, 5.26

Aesthetics

Grades 5 Curriculum Development

A: 5.29, 5.31

Math SoL’s

M: 5.3, 5.10, 5.11, 5.15, 5.20

Evaluation

3) Did students communicate their message/protest effectively through their Op Art Design?

4) Did the students participate in helping us understand their message during Open Critique?

Rubric

|ACTIVITY |Exemplary |Proficient |Partially Proficient |Incomplete |Pts. |

| |(4 points) |(3 points) |(2 points) |(0-1 points) | |

|Focus |Evidence of research and |Proficient evidence of visual|Cautious exploration, |no work submitted or | |

| |planning. Understood concept. |meaning, some planning as |rushed or quickly solved, |limited explorations | |

| |Visual meaning (symbols, verbal |expressed using visual |little evidence of | | |

| |communication, and ideas) |language. |changes. | | |

| |present. | | | | |

|Elements, Principles, |Superior quality; parts link to |Some exploration of |Unclear, missing ideas, |Lack of visual power, | |

|Expressive, |whole and are unified/held |materials, parts fit |not centered concepts or |does not grab the | |

| |together |together, unified whole |meaning |viewer, lack of | |

| | | | |meaning. | |

|Craftsmanship, |Strong evidence of new materials,|Well crafted; demonstrates |Some areas well crafted - |Little evidence of | |

|Technique, Elaboration, |transformation of form. |comprehension of the lesson’s|others messy or unstable |craft. | |

|Creativity | |research | |Overly simplified | |

|Reflection and |Outstanding evidence of |Proficient, satisfactory |Minimal level of |Limited reflection | |

|application to the |thoughtful reflections, naming |reflections through critic; |communication and |disengaged. | |

|classroom |and character traits. |some self-assessment. |reflection. |Minimal effort | |

| |Demonstrates ability to | | | | |

| |synthesize this studio project | | | | |

| |into future classroom goals. | | | | |

Lesson Evaluation

Was this lesson effective in assisting a students understanding of Modern Art Traditions and Design as compared to the Native Americans and Africans in the past, and the concept/meaning of the artist’s work?

Closure: We will discuss what it would be like to make this type of art in such a large scale as Vasarely and how long that would take!

Back-up Lesson:

Have students create an optical illusion artwork using a grid, varying the width between the lines.

Title - Tesselation Craze!

Subject - Art

Grade Level - 5-6

Learning Standards:

25.A.2d, 26.A.2f, 26.B.2d

Integrated Subjects:

Math

Instructional Goals:

* Students will understand the concept of and the process of making tessellations

* Students will use the skills they have learned to produce unique tessellations of their own

Materials:

*White Paper

* Large pieces of construction paper

* Pencils

* Markers

* GOOD erasers

* Rulers

Anticipatory Set:

1. The teacher will show the students an example of a tessellation and ask them if they know what it is called.

2. After some discussion, the teacher will explain what a tessellation is, and ask the children to look at the picture and determine what properties determine if something is a tessellation or not.

3. Students will be informed that they will have the chance to produce their own unique tessellations.

Activities:

1. The teacher will pass out pieces of white paper, pencils, erasers, and rulers.

2. The students will be instructed to use what they know about tessellation's to make their own tessellation.

3. Students will be given about twenty minutes to sketch a picture of the shape they will use as a tessellation.

4. Next, the students will pick out a piece of large construction paper and use markers to draw out their tessellation.

5. After the students have finished, they may display their tessellations on their desks. The students should be allowed to walk around and admire their classmates' work.

Teacher's Role:

The teacher's role is to introduce children to tessellations. The teacher needs to call the children's attention to the qualities that tessellations must possess in order to be so. Other than that, the children are free to use their imaginations to create their masterpieces.

Creative Question Suggestions:

1. By looking at this tessellation, what do you think makes a tessellation? Are there specific qualities that a picture must possess?

2. How can math help you to design a tessellation?

Troubleshooting:

* If students are having trouble, explain that these do not have to be intricate designs. Something as simple as a triangle can make a beautiful tessellation.

Evaluation:

1. Students work will be evaluated in terms of the qualities of a tessellation. Do the students' tessellations have the correct characteristics of tessellations?

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