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Lesson TitleArt FormGrade Level“What’s In My Identity?” Symbolic Self-PortraitPainting3rd Grade Level ThemeKey ConceptLinkCultureSymbolsLanguage ArtsChallengeStudents will create a symbolic self-portrait using personal symbols drawn and painted to express their culture/identity.Assessment StandardsCOMMUNICATE3 1.A.2 Explore ideas, concepts, and feelings to develop understanding of culture.3 1.B. 2 Collaborate to brainstorm, list, and sketch about the theme of culture to generate ideas for artworks.3 1.C.2 Recognize and demonstrate safe use and care of art materials and tools.CREATE3 2.B.1 Examining and manipulating painting application techniques, including dabbing to add details and texture. 3 2.B.2 Compare and contrast representational and abstract approaches across cultures to representing subject matter in artworks. 3 2.C.2 Use positive and negative space to represent shapes on a two-dimensional surface.3 2.C.7 Recognize juxtaposition in artworks. 3 3.E.1 The student will use composition arrangement for positive and negative space of symbols.RESPOND3 4.B.1 Examine ways artists communicate similar meaning using different subject matter in artworks.3 4.B.5 Evaluates how artists use visual clues to communicate meaning in artworks.CONNECT3 5.A.1 Acknowledges how knowledge from another discipline contributed to creating a personal artwork. 3 5.B.2 Identify artists according to practice including painters.Supplies and MaterialsImages and ResourcesWatercolorTempera Paint (Alternative)Paint BrushesStyrofoam trays9”x11” White Drawing PaperPainting SmocksTupperware Containers for WaterPencils/ErasersSharpies (Regular & thin)Printed Photograph of Students in Profile ViewScissors/Gluesticks11”x14” Color Construction Paper Symbolic Self-Portrait ExemplarsGustavo Ortiz, Self-Portrait, Collage on paper, 2013. Argentinian born, London based artist.Frida Kahlo, Self-Portrait with Monkeys, oil on canvas, 1954. Mexican artist. Magical realism.Kehinde Wiley, Portrait of Venetian Ambassador, Oil on canvas, 2006. African American artist born in South Central L.A., NYC artist. Watercolor Technique ExemplarsWinslow Homer, Rowing Home, Watercolor, 1890. American artist.Georgia O’Keeffee, Sunrise, 1916. American painter.Time Allotment Alternate Approaches5 Sessions-(1 hour each session)Special needs that find holding a brush difficult advise I.A. help students using hand-over-hand method; Use paint markers for easier to handle grip.Draw symbols on Styrofoam or eraser as stamps for imprinting on to paper. NotesChallenges with Special Needs StudentsFor children with fine motor delays, holding a paintbrush may be difficult. Tapping down paper to table is not a bad idea for more stability.For children with tactile sensory aversions, even finger painting may pose a challenge.For children with cognitive delays, they may not be developmentally ready to produce images with or without a tool. Introduce coloring one color at a time.Tracing instruction: Place one hand on top of the object being trace. Other hand uses a pencil to draw the outline of the shape on your paper. BEST PRACTICES FOR TEACHING AND LEARNINGCreate a Student-Centered Learning Environment??Arrangement of Classroom?Collaborative table groups??Safe and Positive EnvironmentArt images and student/teacher sample??RelationshipsClass Discussion, Pair-N-SharePlan and Teach for Student Learning??Content Knowledge?Understanding of metaphors/symbols in representing their culture/identity??EngagementPictionary Game, Power Point, Youtube Video, Demonstration, Artwalk??Teacher CollaborationTeacher aid in supporting during brainstorming process of symbolsAssess Student Learning??Goal Setting and ReflectionI can statement (page 3), Mid-Reflection (page 4)??Checking for UnderstandingWriting Prompt (page 7)??Assessments?Informal assessment LessonSession“WHAT’S IN YOUR IDENTITY?” SYMBOLIC SELF PORTRAIT1EngagePresent PowerPoint Symbolic Self-Portrait: Open-ended Questions: What is a self-portrait? Introduce the art challenge: Create a silhouette self-portrait using personal and painted cultural?symbols drawn to express their likes and dislikes in regard to your identity/who you are.Introduce vocabulary—Self portrait, Silhouette, Symbol, Culture, Identity OverlappingIntroduce artist exemplars: Gustavo Ortiz, Self-Portrait, Collage on paper, 2013. Frida Kahlo, Self-Portrait with Monkeys, oil on canvas, 1954. Kehinde Wiley, Portrait of Venetian Ambassador, Oil on canvas, 2006.Engagement activity: Students create a mindmap together as a class on “what is culture?” Engagement Activity: Students play a modified game of?‘Pictionary’. Students have a minute to draw an image that present and communicates each word or phrase from the chosen ‘Pictionary’ cards.DevelopBring out the teacher prototype and discuss what the students will be learning. “I can … make a symbolic self-portrait” statement. I can name my identity/culture.I can compare and contrast visual symbols used to communicate ideas in various cultures.I can discuss my identity/culture through art making. I can recognize symbols as concrete images that represent some other, more abstract thing or ideas. I can create a self-portrait that uses symbols to express my identity.I can use drawing and watercolor to construct their self-portrait.Demonstrate how to fill out Silhouette Self-Portrait organizer to design their own custom symbols that represent themselves. Requirement for symbols:At least 10 symbols about “self”. Clearly drawn and readable. Use of details in symbols. At least 3 symbols overlapping each other. CreateDistribute graphic organizer make sure every student write their name and class code: Silhouette Self-Portrait Symbols for students to create own symbols.Using pencils/erasers students sketch their 10 symbols. While they’re working take pictures of student portraits in profile view to be printed on 8”x10” paper for students to trace a contour outline of their head ready for next session.Reflect20 minute before class ends, instruct students to pick a table partner for Pair-N-Share:Are my symbols clear and easy to identify? If not what is missing? Can I add more details?Are my symbols different and show whom I am? If not how can change my symbols so they are not repeating?Do I have at least 10 symbols?Cleanup procedures: Turn off lights & remind students to do their art jobs putting away materials & artwork.LessonSession“WHAT’S IN YOUR IDENTITY?” SYMBOLIC SELF PORTRAIT2Engage1. Review session 1: We learned how to make symbols.2. Present PowerPoint on Symbolic Self-Portrait3. Open-ended Questions: What is a silhouette? 4. Introduce vocabulary— Self-Portrait, Silhouette, Trace5. Introduce artist: Kara Walker. Stand in front of projector light to create silhouette and tell students how Kara Walker did something similar. Ask students what they notice about her silhouette compare to a photograph of her? What is similar and what is different?6.Engagement activity: Discussion about what are things important in the life of a 3rd grader. List things from favorite school subject, favorite food to eat, favorite toy, movie, cultural holiday tradition, cultural clothing, etc.DevelopDemonstration cutting photograph self-portrait:Go over my self-portrait using a sharpie carefully on the outer edge of my portrait. Be careful to go over slowly area of my hair for details.Then I can carefully cut out my self-portrait by following my sharpie-traced outline. Next I will lay my cut-out self-portrait on my 9”x11” white drawing paper and with one hand hold down my paper while the other one trace the outline shape. I am all ready to draw in my symbols!CreateThey can begin drawing their symbols into their silhouette self-portrait. Reminder: Please make your symbols big enough to fill in the WHOLE shape of your portrait and AT LEAST 3 symbols are overlapping. Demonstrate & present what overlapping looks like on whiteboard. Model with students: Select 3 students to stand in a line and ask rest of class what part of students they can see. Students should be working on completing at least 10 symbols in their self-portrait silhouette and traced over all lines in sharpie including the outline of their silhouette. ReflectAbout 15min before the end of class, peer-assessment check with table partner: Exchange each other drawing papers and students remind each other what they need to do to fix or complete their “What’s In My Identity?” Symbolic Self-Portrait checklist. Students have 5-10 minutes to do this. ? Do I have AT LEAST 10 symbols?? Are my symbols clear and easily illustrate who I am?? Are there AT LEAST 3 symbols overlapping?? Did I fill my whole silhouette with symbols? Are my symbols big enough?? Did I trace ALL my symbols? Instruct students to stop and hand back artwork as well the checklist to partnering student. Direct students into clean-up procedures. Turn off lights and remind students to do their art jobs putting away materials and artwork.Remind students that they will continue painting with watercolor/tempera next class. LessonSession“WHAT’S IN YOUR IDENTITY?” SYMBOLIC SELF PORTRAIT3EngageReview session 2: We learned how to make a self-portrait using symbols.Engagement Activity: Demonstration on watercolor tips and use. Present PowerPoint on Symbolic Patterned Self-PortraitReview Questions: What is a self-portrait? What is a silhouette? What is tracing? Review vocabulary— Self-Portrait, Silhouette, TraceIntroduce vocabulary— Watercolor techniques (Wet-on-wet, wet-on-dry, dry-on-wet, dry brush) Review artist exemplars:Kara Walker’s silhouettesIntroduce artist exemplars:Winslow Homer, Rowing Home, Watercolor, 1890.George O’Keeffe. Sunrise, Watercolor, 1918.Questions to ask about artist exemplars: How did Homer created his sky you think using watercolor? Does his sky look soft?How did O’Keeffe create her sunrise? Did she use a dry brush or wet brush?DevelopDemonstration using watercolor 101:Dry vs. Wet (Wet-on-wet, wet-on-dry) Wet brush by swipe, wipe, blob in watercolor because that is the magic of watercolor.Light to Dark Anything you like to keep white or light in painting needs to stay that way. Build up values layer-by-layer. You can make a value lighter by adding more water to the paint vs. more opaque (darker in value). Use a palette with small swatches & add water droplets to control the lightness/darkness of a color. For the darkest shade, you’ll work directly from the paint palette. Paper towels your friend, NOT puddles.Filling-in/Washes You can use dry brush or wet surface with water first before coloring in area. The wet surface will create a more softer and dreamier effect compare to the sharp crisp precise effect of dry brush. Outline When a color dries you can go over with additional layers of same color to make the value bold and stand out. Be careful not to add too much water to 2nd layer or else the color will bleed from its original area.“Blooming” great way to blend colors. Use a good amount of water to pigment then when the stroke is still wet, add another color with the same amount of water where you can manipulate the colors into subtle gradients.CreateAsk table supply distributor to get table supplies—watercolor prang 8-oval set, watercolor brushes, tupperware container for water (filled halfway), and erasers.Distribute paper towels/tissues to students to wipe clean their brushes when switching colors.Students may begin watercolor painting only if they finish tracing their symbols and silhouette in sharpie. Remind students everything needs to be colored including the negative white space of the silhouette.Reflect Class verbal assessment 3-2-1 Reflection:3 things I learned today…2 things I found interesting…1 question I still have. Cleanup Procedures: Instruct students to stop with chime. Turn off lights and remind students to do their art jobs (art collector—set all their watercolor paper on drying rack, supply distributor—return art materials, everyone else check floors and help supply distributor). Remind students next class we will be learning more watercolor techniques.Lesson“WHAT’S IN YOUR IDENTITY?” SYMBOLIC SELF PORTRAIT4EngageReview session 3: We learned watercolor tips and use.Engagement Activity: Review & identify watercolor technique using artist examples. Present PowerPoint on Symbolic Self-PortraitReview Questions: What is a symbol? Review vocabulary— Watercolor techniques (Wet-on-wet, wet-on-dry, dry-on-wet, dry brush)Introduce vocabulary— Watercolor techniques (Layering, Scumbling, blending/ gradient, “blooming”)Review artist exemplars: Winslow Homer, Rowing Home, Watercolor, 1890.George O’Keeffe. Sunrise, Watercolor, 1918.Questions: See if you can spot these techniques we learned in the artwork—wet-on-wet, dry-on-wet.DevelopDemonstration using watercolor 101:Layering Increase more color for more interesting effect. When color overlaps you can create different layers in front or behind. Layering on top of preexisting color can create darker color value.Scumbling Rubbing your paint brush in small circles in dry-brush application to create lightest shade.Sponging /Lifting Use paper tissue to as an “eraser” to lift off colors from wet spot. You can create areas that fade with this lifting technique. Use sponge to in watercolor paint palette to create texture. Blending/Gradients You can simply add a patch of watercolor to a still-wet paint surface. You can control how much color by lifting your brush from the wet surface area.“Blooming” great way to blend colors. When pigment spreads on a wet surface creating a bleed effect or “bloom”. Several ways to create “blooms” (pigment on wet surface, adding water droplet into spot with paint, adding different colors to existing wet color). CreateAsk table supply distributor to get table supplies—watercolor prang 8-oval set, watercolor brushes, tupperware container for water (filled halfway), and erasers.Distribute paper towels/tissues to students to wipe clean their brushes when switching colors. Students may begin watercolor painting only if they finish tracing their symbols and silhouette in sharpie. Remind students everything needs to be colored including the negative white space of the silhouette.ReflectClass verbal assessment 3-2-1 Reflection:3 things I learned today…2 things I found interesting…1 question I still have. Cleanup Procedures: Instruct students to stop with chime. Turn off lights and remind students to do their art jobs (art collector—set all their watercolor paper on drying rack, supply distributor—return art materials, everyone else check floors and help supply distributor). Remind students next class is our last and we will get to do an artwalk and reflection. Lesson“WHAT’S IN YOUR IDENTITY?” SYMBOLIC SELF PORTRAIT5EngageReview session 4: We learned how to make a self-portrait using symbols.Engagement Activity: Present a video (5:33 min) Symbols of America as a review of what is a symbol. PowerPoint on Symbolic Self-PortraitReview Questions: What is a scumbling? What is blending? What is “blooming”?Review vocabulary— Watercolor techniques (Layering, Scumbling, lifting, sponging)Remind students today is our last day on this project. Finishing touches. Demonstration How to Cut & Mount Finish Watercolor Self-Portrait on Construction Paper:(Optional for ONLY students who are finish with their watercoloring)Carefully cut the outline of your silhouette self-portrait. One hand holding scissors and other hand holding the paper to guide in cutting. Select a 11”x14” color construction paper. Using a gluestick apply glue on the back of portrait making sure to glue is on around the edges.Pick up portrait with fingertips and center the portrait before pressing down.Rub all edges to make sure it is stuck together.Write name and class code on back of color construction paper. CreateAsk table supply distributor to get table supplies—watercolor prang 8-oval set, watercolor brushes, tupperware container for water (filled halfway), erasers, scissors and gluesticks.Distribute paper towels/tissues to students to wipe clean their brushes when switching colors. Students may begin watercolor painting only if they finish tracing their symbols and silhouette in sharpie. 4. Remind students everything needs to be colored including the negative white space of the silhouetteReflect“Artwalk”—Class CritiqueInstruct every student to stand up behind stood reciting and performing in action “1 finger on your lip & other hand on your hip”. Then direct students to follow the teacher as the leader around all the different tables until everyone saw everyone self-portrait.Return to table to fill their reflection writing prompt: What if you put your 3rd grade symbolic self-portrait into a time capsule to later open when you are older and have kids. Your kids are in 3rd grade now and you will write to them a description of what you were like as a 3rd grader using your symbolic self-portrait. Write what symbols you use to tell us who you are. Write at least 5 sentences.Cleaup Procedures: Instruct students to stop with chime. Turn off lights and remind students to do their art jobs (art collector—set all their watercolor paper on drying rack, supply distributor—return art materials, everyone else check floors and help supply distributor).911225503364500 ................
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