FINAL UNIT PROJECT



FINAL UNIT PROJECT

SHAPES AND PATTERNS IN OUR EVERYDAY LIVES

~Math Art~

Cycle 3: Grades 5/6

Monica Östergren: 260260882

Instructor: Renee Jackson

EDEA332- Art Curriculum and Instruction

Overview of Unit: Shapes and Patterns in Our Everyday Lives

Overall Unit Rationale

The purpose of this unit is for students to explore the theme of Math Art, but specifically in relating to the students: shapes and patterns in their everyday lives. Throughout the unit and the lessons in it, students will have many opportunities to discover and reflect on shapes and patterns in their own lives, and understand different concepts such as symmetry, silhouettes, and the notion of foreground and background, and be able to use artistic techniques and tools effectively depending on what they are trying to express.

The unit also aims to provide opportunities for students to explore aspects of their identity, including what they see, feel and think about their world and themselves, and express these aspects in the artworks in the lessons in the unit. As a consequence, students will gain a greater understanding of themselves and about others, as well as an increased awareness of what surrounds them.

Lesson Titles

1. Kaleidoscope of My Name

2. Presenting Kaleidoscope artwork

3. Symmetry in My Life

4. Silhouettes- Shapes that tell a story

5. My World

6. Umbrella of What Makes You Who You Are

7. Umbrella Show

Competencies and more

- Produce individual works: Lesson #1, 3, 5, 6

- Appreciating: Lesson #2, 4, 7

- 1 Focus of development in broad areas of learning: all relate to math, and critical thinking

- 1 Key feature of cross curricular competency:

exercise creative thinking (Lessons 1, 3, 5, 6)

develop their personal identity (Lessons 1, 3, 5, 6)

reflect on their creative experience and to talk about aspects that are meaningful to them (Lessons 2, 3, 7)

Sample Rubric/Evaluation Strategies--------------------------Attached after the lesson plans

Resource Page--------------------------------------------------Attached after the Sample Rubric

LESSON #1

Title of Unit: Shapes and Patterns in Our Everyday Lives

Title of Lesson: Kaleidoscope of My Name

Cycle/Grade Level: 5/6

Competency: To Produce Individual Works in the Visual Arts

To Appreciate works of personal productions and those of classmates

Essential Knowledges

- Stimuli for Creation: Myself

In the way you express your name

- Affective Aspects:

Openness to stimuli for creation

- Transforming Gestures and Their Extension, the tools

Dividing a square paper into 8 parts to create an octagon

Using scissors to create an octagon

Blending and Filling spaces with oil pastels

- Language of Visual Arts

Colors of pigments: Warm/Cool colors, Primary&Secondary colors

Value: Light and dark

Key features of the Competency:

- To use personal ideas inspired by the stimulus of creation:

(How you write your name express who you are

- To organize the elements he/she has chosen

( The colors and the writing style chosen

- To use transforming gestures (tools and techniques) and elements of visual arts language

( Creating an octagon using a ruler and a pair of scissors, as well as using oil pastels

Rationale

The purpose of this lesson is to introduce the unit of shapes and patterns and the big idea that emphasizes that anyone can create complex artwork using a specific way of organizing shapes and colors, and at the same time express individuality in the work.

Students will understand that something that look very complex and artistic (kaleidoscope) can in fact be made very easily, or something simple replicated can make something complex. This concept of complex things being made up of many smaller simpler units can be applied to many areas other than visual arts, such as the world around the students, the society, or the students themselves. Students will make this connection in the lessons throughout the unit, so in this first lesson, the basic idea is conveyed.

Logistics

Need

- an example of finished product

- triangular paper strip product: showing the students an example of the rough draft of the smaller sections

- the final product of kaleidoscope

( will motivate students

Other Materials

- Triangular paper strips and pencils

- White construction cut in square times the number of students

- Markers

- Pastels

- Rulers

To set up before:

1. Triangular paper strips and pencils all around the student work area

2. Square shape paper ready in a pile near teacher’s desk: students get this when they have decided on their final name styles and the type of colors.

3. Other supplies (scissors and oil pastels) spread out around the workspace for students to share

Time:

- Introduction and Instructions: 10 minutes respectively

- Introduction: explained below

- Instruction: will include teaching the way to make an octagon( using a ruler, divide the square into 8 equal parts. Measure to make sure each vertex is at the same distance from the center

- Students brainstorm of their name style and choice of colors: 10minutes

- Work on final work: 25minutes

- Clean-up: 5 minutes

One additional lesson for students to complete the artwork.

Specific Objectives

Students will be able to

- express their personality in their kaleidoscope design with the choice of writing style and colors

- explain why the artwork expresses who they are: the choice of writing style and colors: what makes them who they are

Students will know

- How to divide a square into 8 equal parts to make an octagon, correctly measuring using a ruler and cutting the shape out using scissors.

- The techniques involved in applying oil pastels

- filling a space completely

- blending colors

Students will understand that:

- everyone can create art and there are many ways to be artistic

- something complex can be created by having a sequence of simpler things

- showing individuality comes from the choices you make: writing style and colors

Introduction/motivation (how will you pitch the lesson so that the students are excited?)

- The teacher sits it in the front of the class and look into a kaleidoscope: be fascinated by it: to catch interest of students

- Pass it onto students and ask:

What can you see in there?

What kind of shapes and patterns?

Does it look complicated/complex or simple?

Do you think you can make something complex like that too?

- After the discussion, pull out an umbrella, and ask the students what the kaleidoscope patterns might have in common with the umbrella sections

( kaleidoscope pattern can be broken down into sections much like an umbrella: seeing the whole umbrella pattern is complex, but just one section of it is in fact simple

- ( Something complex can be created by having a sequence of simpler things

Activity

To students;

- You are making a Kaleidoscope art with your name

- Your goal is to create a work that shows who you are as a person: the choice of colors (from prior knowledge, but re-cap: warm/cold, primary…) and in the way you decide to write your name (curvy might imply relaxed, edgy and angular lines may imply that you are dynamic)

( Discuss with students the kinds of colors and writing styles they can use, write them all on the board so they can look up to them when they need it.

- Now, you will design their name design using the triangular paper strips, bearing in mind the color and writing style should convey something about your personality

- When the design is complete, show the teacher for approval (teacher will make sure that the student has filled the triangle with their name, and briefly make sure s/he has followed all the directions) and receive the square paper. Follow the teacher’s example (explained above) to create an octagon before applying any writing or color.

Teaching techniques: creating an octagon & applying oil pastels: The teacher will demonstrate

1. Creating Octagons

- You will each be given a square shape paper

- Fold the paper two times softly (making a rectangle first, then square), so that the center point is apparent

- Using a ruler, draw out where you have folded: you will now have 4 equal shaped boxes in the square

- Now fold the paper in the way that it creates diagonal lines on the paper, and trace the line using a pencil: what you will have in the box now is 8 equally shaped triangles.

- Measure either the horizontal or vertical line from the center point to the edge (for the purpose of explaining this lesson, say the length is 20cm.)

- On each of the longer diagonal lines, make a mark with the pencil where it is 20cm away from the center point.

- - Cut the square, following the marks you have made: remember that each line from the center point is going to be the same length: keep the top and bottom, and each side the length that they are, only cut in where the diagonal line is (where you have made the mark)

- 2. Applying oil pastels (for the kaleidoscope art)

- - techniques of applying oil pastels to fill space in paper, and also blending colors if necessary

- In each section, outline your name design in the same way as your ‘section’. Fill in with markers. Make sure you fill the section with the letter: top to bottom.

- Color in the areas: Just like how you wrote the name the same way in each section, color the same shapes the same colors too.

Students will brainstorm of their name style and choice of colors, and show the teacher before starting their final work

Students will start working on their artwork

Clean-up: 5 minutes

* Additional classes to complete work (see logistics)

Conclusion

- What can writing style and choice of colors tell people?

- What can combinations of simple things create?

- Do you need to be an excellent drawer or painter to come up with artwork that is your own and convey who you are?

Extension

- Collages using the knowledge of shapes, colors and patterns: with a message.

( the choice of shapes, colors and pattern relate to the message

- Kaleidoscope umbrellas: actually using shapes, colors and patterns designs on an umbrella: inside could represent what makes up students’ world vs. outside could be what they anticipate for the future

- 3D object: use of different textures to create pattern art

- Actual kaleidoscope making: Put in untraditional media in there for interesting effects: food/recycle items…etc.

- Recreating famous artwork with just using shapes and patterns

( Skill or understanding needed for the final project:

- many small parts can create a complex piece

LESSON #2

Title of Unit: Shapes and Patterns in Our Everyday Lives

Title of Lesson: Kaleidoscope of Your Name #2 – Presenting Kaleidoscope artwork

Cycle/Grade Level: 5/6

Competency: To Produce Individual Works in the Visual Arts

To Appreciate works of personal productions and those of classmates

Essential Knowledges

- Stimuli for Creation: Others

Students will be inspired when hearing their peers’ presentations

- Affective Aspects:

Respect for the productions of others

Expression of his/her sensations, impressions, emotions and feelings

Satisfaction with respect to his/her artistic experiences

- Language of Visual Arts

Appropriate language of Visual Arts used when presenting: those mentioned in preceding lessons

Key features of the Competency:

- To share his/her creative experience

( through the mini-presentation

Rationale

The purpose of this lesson is to provide the opportunity for students to share their creative experience and briefly present their artwork. Through talking about their own work with the choices of writing style and colors and hearing about their classmates’ artwork and their choices, students will walk away with the emphasized idea that complex art can be made by simpler units, yet show individuality through the different choices we make.

Moreover, talking about one’s own artwork and listening to others talk about theirs will be an opportunity to really appreciate works of personal productions and those of classmates. For the teacher, it will be an opportunity for assessment.

Logistics

Need

- document reader ( for students to show their artwork to everyone in the class to see while doing their presentation

To set up before:

4. make sure the document reader is working/on if you are using it during the lesson

Time:

- Instructions to the students 5 minutes, explain what they need to include in their mini-presentation (have these points on the board)

- 10~15 minutes of students roughly preparing what they are going to say

- Presenting: 40 minutes, depending on how long students take to finish, but each ‘presentation’ should be around 2-3 minutes, just for students to show their artwork to everyone (perhaps have a projector) and explain how the artwork shows their personality. For the teacher this is also an opportunity to evaluate.

Specific Objectives

Students will be able to

- explain why the artwork expresses who they are: the choice of writing style and colors: what makes them who they are

- appreciate their own artwork and those of others through the presentations.

Students will understand that:

- everyone can create art and there are many ways to be artistic

- something complex can be created by having a sequence of simpler things

- showing individuality comes from the choices you make: writing style and colors

Activity

To students:

- each of you will take turns to share your work to the class: briefly explain how your artwork relates to who you are

- What kind of writing style did you choose and why?

- - What kinds of colors did you choose and why?

- - How do these choices reflect your personality?

Conclusion

- What can writing style and choice of colors tell people?

- How did it feel to show and tell other people about your work?

- What did you notice about your friends’ artwork? Were they the same or different? How were they different/same?

Ideas of ways to display artwork

• Align all the kaleidoscopes and together a “class kaleidoscope” will be created which is one of a kind!

• On students’ lockers, drawers, desks… as artistic and original labels!

LESSON #3

Title of Unit: Shapes and Patterns in Our Everyday Lives

Title of Lesson: Symmetry in Your Life

Cycle/Grade Level: 5/6

Competency: To Produce Individual Works in the Visual Arts

To Appreciate works of personal productions and those of classmates

Essential Knowledges (list everything your lesson touches on):

- Stimuli for Creation: Myself/Others/Natural Environment/The built Environment/Places

( In what student chooses to portray symmetry in: as the choice is anything symmetrical in their lives, the category will depend of the student

- Affective Aspects:

( Openness to stimuli for creation

( Receptiveness to his/her sensations,impressions,emotions

- and feelings

( Participation in artistic experiences

- Transforming Gestures and Their Extension, the tools

( Folding and cutting (using a pair of scissors) construction paper in a way that the folded out product is symmetrical

( Freehand drawing involved when doing the outline on the construction paper (being able to know the ‘half image’

( Applying and blending if necessary, up to 3 coloured pigments, specifically acrylic paint with flat brushstrokes: for the background.

( Spreading glue on a surface and sticking it on painted surface

Language of Visual Arts

( Colors of pigments: Warm/Cool colors, Primary&Secondary colors( in the background

( Spatial organization: symmetry

( Horizontal lines for background paint

Key features of the Competency:

- To use personal ideas inspired by the stimulus of creation:

(How student chooses to portray the symmetrical item in the artwork

- To use transforming gestures (tools and techniques) and elements of visual arts language

( folding and cutting construction paper, freehand drawing of the symmetrical item, applying and blending up to 3 colors of acrylic paint as a background as well as applying glue on a surface

- To finalize

- Organize the elements he/she has chosen

( spatial organization of the symmetrical item on the background paper

Rationale

The purpose of this lesson is to introduce the concept of symmetry, and symmetry specific to students’ everyday life, embedded in the unit of shapes and patterns. The students are thus able to choose whatever they feel connected to as to the symmetrical object of choice.

Students will critically look around/think about what is around them to find symmetrical shapes, based on understanding they form about what makes things symmetrical.

As a stepping stone for the final project, this lessons serves to prepare students with the skills of understanding symmetry, being reflective of what surrounds them, and the ability to use acrylic paint as a background.

Logistics

Need

- Projector

- Images of “half of things” – eye, human, fruit… anything, try to find interesting images too to make the guessing game fun!

-

Other Materials

- Construction paper

- Scissors

- Pencils

- Glue

- Acrylic paint & Brushes

- Newspaper (to paint on)

To set up before:

1. Projector set up and connected to the computer with images

2. Construction paper, Pencils and scissors are placed out evenly throughout the work space, as well as newspaper on the desks to make clean-up easier

3. Acrylic Paint & Brush on another table

Time:

- Introduction and Instructions: 10 minutes respectively

- Introduction: explained below

- Instruction: explained in Activity

- Work on final work: 25minutes

- Clean-up: 5 minutes

Specific Objectives

Students will be able to

- fold construction paper into half and cut out the desired symmetrical shape when folded out

- Apply glue to one side of the symmetrical shape and paste it on to the background paper

- Use acrylic paint, and blend up to 3 colors to create a simple background

Students will understand that:

- Inspiration can come from something simple in our everyday life

- People will choose different things that are symmetrical: we appreciate different things, making us all unique

Students will know

- The concept of symmetry, including the line of symmetry and give many examples of what things can be symmetrical

- To reflect what surrounds them in their everyday life

Introduction/motivation

The teacher gives a challenge to students by saying

“I took a bunch of photos and had them developed, but the photo shop gave me this! They somehow only gave me half of the picture… Could you guys help me guess what the whole thing might be?”

OR

Start out showing half images and ask “what do these images have in common?” ( students will note that they are all “halves”

The teacher then shows a series of ‘half-images’, and students use their imagination to figure out what the whole thing is: examples could be half fruit, kitchen tools… start obvious and then more complex ones.

Introduce the concept of symmetry( Let them explore symmetry of things in their life: students will state them and the teacher write the ideas up on the boards.

Activity

After the introduction, students will have a firm idea of what symmetry is, and some things that are symmetrical in their life. Now, the teacher will introduce the task.

To students:

- You will now choose one symmetrical object that you feel a connection to in your everyday life to make an artwork of.

- We will start with the background paper (as it needs time to dry). You will choose up to 3 colors for your background. This background colors should relate to the symmetrical object of your choice: they should create balance

The teacher will demonstrate

1. Applying and blending if students want to, acrylic paint to paper

- using flat brushes, strokes will go horizontally

- could just be one color on the whole surface but if one chooses two or three colors, the technique of blending is necessary

- show how to blend two colors to make a smooth transition in color

- 2. Folding and cutting construction paper with successful outcome of folded out shape being symmetrical

- fold construction paper into half

- - choose one of the objects in the images in the intro

- - draw the half vision on the folded construction paper: make sure to reinforce that the folded edge is the MIDDLE of the symmetrical object

- the outline is done using imagination, but for students having trouble, they can fold the paper out and draw the whole object, except the folded half line should be the line of symmetry

- students start their background

- While the painted paper is drying students will work on the symmetrical object

( students will individually think and choose what to cut out

( follow demonstration by the teacher to fold, outline, and cut the construction paper

( for students wanting more of a challenge can cut out additional designs from the symmetrical object

- Students paste the symmetrical object on top of the background

Conclusion

- Let’s look at what we all made, what do you notice?

- Do we have many symmetrical things around in our everyday life? Could all things be symmetrical? Why? Why not?

- What do you notice about what we have around us?

Extension

- Abstract symmetry: cutting a improvisational shape and see interesting effect( interpret the shape to something else: place/animal/item

- Using mirrors on an image, draw the whole symmetrical image

- Coloring in boxes in cross-lined paper: different colors, and by bearing in mind symmetry students create a design ( could go on t-shirts, cups… items that students use everyday

- For younger grades: paint on one half of paper, fold, and open( symmetrical image

( Skill or understanding needed for the final project:

- Concept of symmetry, but also being reflective of what is around them

- The use of acrylic paint as a background: using 2~3 colors and blending technique

LESSON #4

Title of Unit: Shapes and Patterns in Our Everyday Lives

Title of Lesson: Silhouettes- Shapes that tell a story

Cycle/Grade Level: 5/6

Competency: To Produce Individual Works in the Visual Arts

To Appreciate works of personal productions and those of classmates

Essential Knowledges

- Stimuli for Creation: The natural and built environment, Myself

( In the way students explore silhouettes: on the ground

( silhouettes will be of themselves

- Affective Aspects:

( Openness to stimuli for creation

( Receptiveness to his/her sensations, impressions, emotions and feelings

( respect for the production of others

( active participation in artistic experiences

- Transforming Gestures and Their Extension, the tools

( using chalk to follow outline of body

Key features of the Competency

- To use personal ideas inspired by the stimulus of creation:

( In the poses that students choose to trace as silhouettes

- To use transforming gestures (tools and techniques) and elements of visual arts language

( To trace outline of a peer’s body and the pose using chalk

- To share his/her creative experience

( while doing the tracing activity with the peer

( during the class discussion on silhouettes

Rationale

The purpose of this lesson is to introduce the concept of silhouettes as a type of shape, that is part of the unit of shapes and patterns. Through actually experiencing silhouettes: where students lie on the ground with different poses taking turns to trace the outline of the bodies of each other, students will gain an understanding of what silhouettes are and what effects it can have.

The class discussion will further emphasize the idea of what silhouettes are and what role it can have, where the shape is all there is to tell a story, and silhouettes does this very effectively, connecting the big idea that simple shapes can send a very clear message.

The lesson aims to teach students understanding needed for the final project as well, in that silhouettes are a simple way of conveying across ideas.

Logistics

Need

- Chalk

- Large sheets of paper (huge rolls of recycled type is fine)

- School ground

- Non-raining weather

To set up before:

- permission to use and draw on the school ground with chalk

- camera: the teacher will take photos of the silhouettes that students made when they do the activity( can be used in the discussion

Time:

- Introduction and Instructions: 15 minutes

- Introduction: explained below

- Instruction: will include the demonstration using two volunteers, where the teacher explains the interactive activity of exploring silhouettes explained below, as well as assigning groups

- Students explore silhouettes in their groups: different poses: 30 minutes, the teacher walks around taking photos

- Class discussion and wrap-up: 15 minutes

Specific Objectives

Students will be able to

- Relate their experience of tracing outlines of their bodies as silhouettes and understand the effects of silhouettes; what it can communicate( show in discussion

- Use chalk and follow the outline of an object: in this case the pose of a peer’s body

Students will know

- Shapes can be an powerful tool in conveying ideas

- That they themselves can be a medium for art, and can used as a great resource

-

Students will be understand that:

- Shapes can communicate more than you think, from their experience of seeing how the silhouettes could convey different poses, and even emotions

-

Introduction/motivation

Bring out the class outside on the playground.

Tell them we are going to explore what silhouettes are today. Ask if anyone knows what it is…

- Divide the class into groups of three, and the groups will explore silhouettes together.

- Demonstrate the activity by having two volunteers.

- While one person lays down in a pose, the other two people in the group will trace their body shape using the chalk.

- Take turns so that everyone gets to experience both roles

- As well as doing these on the ground, take strip of the large roll of paper, and do one of these pose & trace for you to keep for later

- Tell them to go crazy with the posing! Try poses that dance, run, think, read… after those, tell them to try emotions! How would they show “happy” or “loneliness” in a pose?

Activity

Introduction activity- will go on for a good 20 minutes. The teacher will go around taking photos of some of these silhouettes

After that, bring together the students in a circle on the playground, or go back to the classroom for a discussion. Discuss the effects of silhouettes, using these questions:

- What is a silhouette? What does it do?

To get them thinking, plug in the camera into the computer and show them what they have done in the playground, make sure to show a variety of poses, and ask

- What is this one doing? How can you tell?

Students will hopefully see that the different poses they did, like running, “thinking”, dancing… is strongly conveyed in the silhouettes: shape has a significant role.

If time permits, have students think about silhouettes with a combination of adding something else: e.g. a background

- What happens when there is a color background (behind) at the back of the silhouette?? (the idea of foreground, background, depth)

This will be more thoroughly covered in the next lesson, so make it like a cliffhanger for students to get motivated (

Also collect the sheets of silhouettes, remind them to write their names by their ‘head’( will be used for extended lesson #5

Conclusion

- What can silhouettes do or tell people?

- What did you notice about using yourself as a resource for an artwork?

- Are there many ways to convey an idea or a message?

Extension

- Creating a silhouette story book/image of a famous children’s story: no words allowed, only shapes will tell the story

- Using the chalk drawings of everyone in the class: huge ground art( by coloring in silhouettes: would create an interesting and powerful piece to be seen from above

- Cutting out student silhouettes( could be used as an interactive activity with parents

( Skill or understanding needed for the final project:

- silhouettes (the outline of subject) are a simple way of conveying across ideas

LESSON #5

Title of Unit: Shapes and Patterns in Our Everyday Lives

Title of Lesson: My World

Cycle/Grade Level: 5/6

Competency: To Produce Individual Works in the Visual Arts

To Appreciate works of personal productions and those of classmates

Essential Knowledges

- Stimuli for Creation: Myself, Places, Natural & Built environment

( In the way students express their world

- Affective Aspects:

( Openness to stimuli for creation

( Receptiveness to his/her sensations, impressions, emotions

- and feelings

( Respect for artistic materials

( Expression of his/her sensations, impressions, emotions and feeling

( Active participation in artistic experiences

- Transforming Gestures and Their Extension, the tools

( Cutting using scissors, and pasting using glue magazine and newspaper onto another surface

( Tearing if that is the desired effect

- Language of Visual Arts

( Texture: varied textures used by the student

( Spatial representation: Perspective with overlapping- the silhouette as foreground

Key features of the Competency

- To use personal ideas inspired by the stimulus of creation:

( in how the student thinks about and chooses what makes their world

- To organize the elements he/she has chosen

( The elements chosen that illustrate their world

- To use transforming gestures (tools and techniques) and elements of visual arts language

( cutting, tearing and pasting magazine/newspaper and paste it to a surface to make a collage

- To make connections between what he/she has felt and examined

( To transform what student feel is part of what makes the work into expressing it into a collage form for everyone else to see

Rationale

The purpose of this lesson is to further illustrate the concept of silhouettes to the students, in the way that silhouettes can be used to add depth to an artwork.

With this lesson students will understand that silhouettes add depth to an image, and gain a greater knowledge of foreground and background. Moreover, students will gain the skills of cutting and pasting, which will come in handy for the final project of the unit.

Finally, the lesson aims to get students to critically think about what is around them, and encourages them to select appropriate magazine/newspaper cut-outs to illustrate what their trying to express: what makes their world.

Logistics

Need

- series of images where the same silhouette is used but with different backgrounds( tell that difference in background can tell different stories and messages

- one finished product

- silhouettes of students from lesson #4 (cut by the shoulder)

- large sheets of thick paper (where the collage will be done)

Other Materials

- Black paper for tracing and cutting the silhouette

- Magazines and newspapers

- Glue sticks

- Scissors

To set up before:

5. Cut out all the students’ silhouettes where the shoulder ends and have them spread out on the floor when students come in

6. Have a projector ready

Time:

- Introduction and Instructions: 5: 10 minutes respectively

- Introduction: guessing who’s silhouette is who’s

- Instruction: will include teaching how to use their silhouette shape and trace it onto a black sheet for it to be cut out for the artwork and ways to manipulate magazines and newspaper to create different textures.

- Students brainstorm on what makes ‘their world”:10minutes

- Work on final work: 25minutes

- Clean-up: 5 minutes

One additional lesson for students to complete their artwork.

Specific Objectives

Students will be able to

- Select appropriate parts of and assemble and shape magazines and newspaper to create a collage

- Use appropriate tools and techniques (scissors and glue) to manipulate paper: cut, tear, and paste on the surface

-

Students will know

- The effects that silhouettes can have with a combination of a background by creating the background composed of what makes their world

Students will understand that:

- That inspiration often comes from oneself when critically thinking about what surrounds them or what they see

- That silhouettes adds depth to an image, and have an understanding of foreground and background to an image

Introduction/motivation

Students will see the silhouettes lying on the ground, ask them

“Can someone tell me what we did last time?”

“What do you remember about silhouettes?”

( do a re-cap discussion on how much just a shape can convey

See if students can find their silhouettes (motivational activity

Activity

To students;

- Today, we are exploring what happens when we add a background to a silhouette

- I have a series of images (the teacher shows the slideshow of series of images where the same silhouette is used but with different backgrounds( tell that difference in background can tell different stories and messages

- Students will explore the effects of backgrounds as well as further understanding how silhouettes can be used as a foreground

The teacher will then introduce the task for the lesson to the students: You are going to create a collage of what makes your world.

The silhouette from last class is going to be the foreground, and by cutting and pasting magazines and newspaper you will create what makes your world as your background.

Questions to ask include

- What makes your world?

- Where do you live?

- What do you see everyday?

- What makes up the world you live in?

Have these questions up on the board for the students to refer to.

Then, the teacher will demonstrate:

1. How to create a black silhouette from the thin copy from lesson #4

- Follow the outline of the silhouette onto the black construction paper

- Cut along the outline: the silhouette that is the product will be like a shadow, appropriate for the foreground

2. How to cut, tear magazines and newspaper and paste it to the bigger sheet of ‘background’ paper

( tearing giving a softer texture when round, but done roughly gives a rough effect

( cutting more sharp, concise texture

Students will start on their artwork.

Conclusion

- What does adding a background do to an artwork with silhouette?

- Would having different background give a different message/story? How?

- What did you realize about what makes up your world? Were they things that you consider important? Why or why not?

Extension

- This lesson was doing the background, but another lesson can try what is inside students head: cut out the inside of the silhouette created, and students can fill it with a collage of what makes their inside world

- Give the same silhouette shape to all students, and they all improvise to create different background based on their interpretation: use their imagination

( Skill or understanding needed for the final project:

- Silhouettes adding depth to an image: notion of foreground & background

- Cutting and pasting: collage

- Critical thinking of what is around them: being able to select appropriate magazine/newspaper cutouts

LESSON #6

Title of Unit: Shapes and Patterns in Our Everyday Lives

Title of Lesson: “Umbrella of What Makes You Who You Are”

Cycle/Grade Level: 5/6

Competency: To Produce Individual Works in the Visual Arts

To Appreciate works of personal productions and those of classmates

Essential Knowledges

- Stimuli for Creation: Myself, Places, Others, Natural and Built Environments, Time

( In the way students select what makes who they are: as these could be come from the many stimuli all are listed

- Affective Aspects:

( Openness to stimuli for creation

( Receptiveness to his/her sensations, impressions, emotions and feelings

( Respect for artistic materials

( Expression of his/her sensations, impressions emotions and feelings

( Active Participation in artistic Experiences

- Transforming Gestures and Their Extension, the tools

( Any of the transforming gestures learned in the lessons leading up to this one

- Acrylic painting

- Cutting, tearing and pasting magazines, newspapers

- Cutting construction paper & Cutting construction paper in a way that the product is symmetrical

- Gluing of other materials (from collection box if they wish to)

- Use and blending of oil pastels

- Language of Visual Arts

( Any of the language of Visual Arts mentioned in the previous lessons leading up to this one

Key features of the Competency

- To use personal ideas inspired by the stimulus of creation:

(In what students choose to portray as what makes who they are

- To organize the elements he/she has chosen

( The 4 aspects of what makes who they are

( In how they arrange foreground, mid-ground, and background

( In how they choose their medium depending on desired effect: at least 2

( In how they design the umbrella: replicating one design on all sections or not

- To use transforming gestures (tools and techniques) and elements of visual arts language

( Using a combination of tools and technique learned from lesson #1-#5: at least use two techniques

- To finalize his/her production

( bringing their knowledge from all the lessons leading up to it, students create one final project showing all the skills and understanding gained from the unit

Rationale

The purpose of this lesson for students to create a final artwork representing the learning they have done throughout the unit. Students will use the different media, tools and techniques they have been introduced to and practiced throughout the unit (shapes and patterns, symmetry, silhouettes, foreground/background…) but will make choices according to what will best portray their theme: what makes who you are.

The lesson also aims to allow students to be critical thinkers aware of what surrounds them and what makes up who they are, essentially encouraging them to pay attention to what is around them. Using the concept introduced in the first lesson; something complex looking can be broken down into smaller simpler units, students will make the connection to themselves too: they are complex, and made up of many different aspects. Thus, the big picture behind this lesson is for students to notice that people are complex too, and many small parts can create something complex and overwhelming, but it is not overwhelming or complicated if you break it into parts.

To sum up, this lesson also intend to wrap up the unit of “Shapes and Patterns in Our Everyday Lives”, where students create a unique artwork using the knowledge and skills gained from the preceding lessons, in an original manner.

Logistics

Need

- Umbrellas: simple ones that can be bought in Dollar stores

- Glue guns/Super glue

- Hair dryer

Other Materials

- Construction paper of different colors

- Large quantity of black paper (for students who will use silhouettes)

- Acrylic paint and large (wide) brushes

- Magazines

- Newspaper

- Students’ individual collection boxes

To set up before:

Stations for different materials:

- A gluegun station

- A drying station

- Acrylic paint

Construction paper, scissors and glue sticks spread out on students’ work space

Time:

Class 1

- Introduction and Instructions: overall might take 20minutes

- students brainstorm on their project 30minutes

( 4 aspects of what makes who they are

( which techniques & tools they are going to use for the umbrella

( what kind of foreground/midground/background

( design overall image of umbrella: all sections the same or not

- Students create a rough sketch of the design for the teacher to see

Class 2, 3, and 4 (if necessary) for students to work on the artwork

Specific Objectives

Students will be able to

- express what makes who they are, using the skills and understandings obtained from preceding lessons in the unit

- use various gestures and techniques learned up to this point, and select the appropriate one effectively according to their desired outcome

Students will know

- that the concept of complex things can be broken down into smaller units, apply to things other than kaleidoscope: in themselves and other people too

- concepts of symmetry, silhouettes and the notion of background/foreground

Students will be understand that:

- everyone can create art and there are many ways to be artistic

- something complex can be created by having a sequence of simpler things

- showing individuality comes from the choices you make: the techniques and tools you use and the media

Introduction/motivation

To students:

Throughout the unit, we’ve learned many things: what are some of the things?

- kaleidoscope, symmetry, silhouettes…

Now, I am going to give you a challenge:

Each of you will describe one person who is important in your life. Do not say who it is, just think about them ( will make them curious

Now,

- can you describe that person in one word? Discuss responses

- Is it hard to describe a person in one word? Why do you think that is?

( it is difficult, because we are all complex, made up of many aspects.

The final project for this unit will look at just this, using all the media and tools that we have learnt so far.

You will be making an umbrella of what makes you who you are.

Activity

Continuing on from the introduction, explain instructions to students:

- Using what you have learnt so far about shapes and patterns, symmetry, silhouettes, create/design your own umbrella on the outside/top part

- The umbrella should illustrate you as a person

- What makes you YOU? What makes you who you are

- Is it the people around you? Is it the things you do? Or say? Is it the food you eat? Is it the thoughts you think? Is it the place you live in? Is it the things you do everyday? Is it the things you want to become?

- Umbrellas create a barrier from rain, it is something to hide behind and gives the notion of “being protected”:

( What makes you YOU should do the same: what makes you YOU which makes you strong will get you through difficult times

( Choose maximum 4 aspects to include in the umbrella design.

( students will brainstorm on it. Have the above questions up on the board

Further instructions

- You will design on one of the umbrella sections, and then will replicate it on few/all sections of the umbrellas

- Bear in mind Foreground (use of silhouettes?), mid-ground, background in each section: when replicated on many/all sections, it will look amazing!

- You can choose whether to fill all umbrella sections or not, in the media, and the things they choose to portray

- Media available: acrylic paint, magazine/newspaper for collage, construction paper for silhouettes or symmetry patterns to be glued on( You will use at least 2

- You can add small items from your collection box to make it personal

Have these guidelines up on the board too for reference:

- maximum of 4 aspects of what makes you who you are

- use at least 2 media

- use at least 2 of the tools and techniques learned this far

- include foreground and background

( or give them a checklist so they can check off things (in resources) and make sure they have included required elements

Conclusion

- How have you shown what makes who you are?

- Does your umbrella show that you are complex, but made up of many simpler aspects?

- Are any of your umbrellas the same as anyone else? Why are they all different?

- How does your umbrella show what you have learnt throughout the course?

Extension

- Umbrella art with different themes: use both inside/outside

- Limited Budget or Time: Group artwork where one student get one section of the umbrella

- Can be used for other tasks: teaching color schemes

Artwork example(

LESSON #7

Title of Unit: Shapes and Patterns in Our Everyday Lives

Title of Lesson: Umbrella Show

Cycle/Grade Level: 5/6

Competency: To Produce Individual Works in the Visual Arts

To Appreciate works of personal productions and those of classmates

Essential Knowledges

- Stimuli for Creation: Others

( Students will be inspired when hearing their peers’ presentations

- Affective Aspects:

( Respect for the production of others: when hearing presentations

( Expression of his/her sensations, impressions, emotions and feelings: when presenting one’s artwork

( Acceptance of criticism: from peers’ feedback

( Active participation in artistic experience: when presenting and when listening to others

( satisfaction with respect to his/her artistic experiences: seeing the umbrellas displayed

- Language of Visual Arts

Appropriate language of Visual Arts used when presenting: those mentioned in preceding lessons

Key features of the Competency

- To share his/her creative experience

( when presenting own artwork to the class

- To make connections between what he/she has felt and examined

( connection is made when student examines own artwork and explains it to for their peers to understand too.

Rationale

The purpose of this lesson is to provide the opportunity for students to share their creative experience of making an umbrella that shows what makes who they are. Through talking about their own work of why they chose certain media, techniques and tools students will gain confidence as artists who have made conscious decisions to best illustrate what they wanted to portray: what makes who they are.

Moreover, talking about one’s own artwork and listening to others talk about theirs will be an opportunity to really appreciate works of personal productions and those of classmates, and truly a significant opportunity to learn more about oneself and others as the theme explores something very personal. For the teacher, it will also be an opportunity to further get to know each student, as well as an opportunity for assessment, as the presentations will show each students’ understanding and skills learnt throughout the unit.

The big idea for students to take home is that people are complex too, and many facets makes up who we are, and as we all have different backgrounds and experiences, not one of us will be the same, making life very interesting. Hopefully also as a result of this lesson students will be more aware of thinking about what surrounds them, and explore their identity.

Logistics

Need

- small strips of paper (from recycle bin is fine) for students to write feedback

To set up before:

7. All students’ umbrellas in the middle of the room

8. the strips of paper scattered around students’ tables

Time:

- Introduction & Instructions: 5 and 10 minutes respectively

- Intro: Looking at the umbrellas in place and discuss accomplishments

- Instructions: The teacher will explain what students need to include in their presentations as well as how to provide feedback for the two people sitting next to them (what they liked something and why/what could they do better and why/how)

- Students prepare for their presentations: 10 minutes

- Presentations: 35 minutes( each presentation should be around 5 minutes, and 2-3 minutes for students to write feedback

- 10 minutes to write feedback (for those whos friends presented), collect the feedback, and clean-up

One additional lesson for doing all presentations.

- after all the presentations, the teacher gives each students their pile of feedback

Specific Objectives

Students will be able to

- Explain why the artwork expresses what makes who they are: They will list the up to 4 aspects that makes who they are, and relate that to how their choice of colors, media, techniques and tools, design helps to best illustrate their theme

- Critically provide feedback for two of their peers: one positive, and one constructive feedback, with reasons of their opinion respectively

Students will know

- How to give helpful and constructive feedback

( the importance of giving reasons and suggestions for their opinions

- That they have learnt many things throughout the unit through the discussion in the beginning and feel a sense of accomplishment

Students will understand that:

- Everyone can create art and there are many ways to be artistic

- Something complex can be created by having a sequence of simpler things

- Showing individuality comes from the choices you make: media, techniques & tools, and design

- People are complex and made of many aspects, and that naturally makes us all very different

- Art is a way to express your thoughts or emotions in a way that it can be shared and understood with other people (or not)

Introduction/motivation

Looking at the sea of tens/twenties of original umbrellas on the floor:

- Wow! Look at these, not one is the same. Can everyone find which one is yours?

- Was it hard to find your own? Why/Why not?

- What can you say about all of these umbrellas?

- How do you feel seeing them all and yours?

( students will see that they are all different and special in every way, and feel a sense of accomplishment, and a motivation to talk more about them.

Activity (what exactly will they be doing?)

After the introduction, to students:

Today you are all going to share with everyone the original umbrellas what you have made, you will all present to the class, and give comments to two of your classmates.

In your presentation

- explain the aspects you chose for what makes who you are, and where these aspects are showed in your artwork

- explain which media, techniques & tools you used to portray each aspect

- explain why, if necessary, you chose that particular media/techniques & tools/design

The teacher will write these up on the board for student reference

Students prepare their presentations.

Before the presentations, the teacher will go over the ways to provide feedback

- Write your name and the presenter’s name

- You will all write feedback for the people that sits next to you on both sides = 2 people, using the small paper strips at your desk

- Write

1. One positive thing: what did you like about your friend’s presentation and why?

2. One thing that perhaps what your friend could have done better, and why or how?

( the format would be provided

“I liked that you ……… because ……….”

“You can improve on…….. because/in this way…….”

( This should be on your friend’s artwork

- Time to write this will be provided after all the presentations, so you can make notes during the presentation

Students present, and the teacher will evaluate as they present (rubric provided in resources). At the end of each class with the presentations, the teacher will collect the feedback.

After all presentations are done, the feedback will be distributed to the presenters.

Conclusion

- After hearing all of your friends explain about their artwork, what did you notice?

- How was it presenting your umbrella?

- Was any one of your umbrellas the same? Why/Why not?

- How did you feel reading your feedback? Do you appreciate it?

- What did you learn from this unit?

- Did you learn more about yourself? About your friends? How?

Extension

- Cross-curricular: do related lessons in Language Arts about identity, or do a unit on metaphors( connecting to how the umbrella can be a metaphor

- Do a lesson where students can explore ways to make a giant art installations using these umbrellas: a large artwork on its own for display

Ideas of ways to display artwork

- Like a three dimensional dome: huge object in school display area

- Hanging from the ceiling

( more information on Resource Page

Sample Rubric for Umbrella Project

( for the teacher to use during the Umbrella Show

| |Level 1 |Level 2 |Level 3 |Level 4 |

|Students can identify the |- Students show limited |- Students show some |- Students show knowledge|- Students show clear |

|minimum of 2 media used, |knowledge of which media |knowledge of which media |of which media used, and |knowledge of which media |

|minumum of 2 |used, and techniques |used, and techniques |techniques applied |used, and techniques |

|techniques/concepts applied |applied |applied | |applied |

| | | |- can identify all | |

| |- does not identify all |- can identify most | |- can identify all |

| | | | |components with |

| | | | |confidence |

|Students can explain how their |- expresses ideas and |- expresses ideas and |- expresses ideas and |- expresses ideas and |

|design represents maximum of 4 |information with limited |information with some |information with moderate|information with high |

|aspects of what makes them who |expressiveness |expressiveness |expressiveness |level of expressiveness |

|they are, including | | | | |

|justifications of their choice |- identifies the media, |- identifies the media, |-identifies the media, |-identifies the media, |

|of media and techniques used |techniques used, and |techniques used, and |techniques used, and |techniques used, and |

| |connects that information|connects that information|connects that information|connects that information|

| |to the components of what|to the components of what|to the components of what|to the components of what|

| |makes them who they are |makes them who they are |makes them who they are |makes them who they are |

| |with limited clarity |with some clarity |with limited clarity |with limited clarity |

|Student has created a unique |- transfers knowledge and|- transfers knowledge and|- transfers knowledge and|- transfers knowledge and|

|umbrella reflecting critical |skills learnt throughout |skills learnt throughout |skills learnt throughout |skills learnt throughout |

|awareness of his/herself and |the unit with limited |the unit with some |the unit with moderate |the unit with a high |

|what is around him/her, and has|effectiveness |effectiveness |effectiveness |degree of effectiveness |

|used his/her knowledge of what | | | | |

|he/she has learnt throughout |- umbrella reflect |- umbrella reflect |- umbrella reflect |umbrella reflect student |

|the unit |student critical |student critical |student critical |critical awareness of |

| |awareness of what makes |awareness of what makes |awareness of what makes |what makes him/her who he|

| |him/her who he is to |him/her who he is to some|him/her who he is to |is to a high degree |

| |limited degree |degree |considerable degree | |

|The umbrella conveys |Shows limited |Shows some degree of |Clear shows |Shows strong degree of |

|individuality |individuality: replicated|individuality: some parts|individuality: many parts|individuality: most/all |

| |the work from previous |of the work reflect |of the work reflect |parts of the work reflect|

| |lessons |application of previous |application of previous |application of previous |

| | |skills in a different |skills in a different |skills in a different |

| | |form |form |form |

Resources

Lesson #1: Kaleidoscope

Different writing styles ( students can type in their name and see different effects

•

•

Kaleidoscope images ( in case the teacher cannot find a kaleidoscope for intro

•

Lesson #3: Symmetry in My Life

Recap of what symmetry and lines of symmetry are ( could also use these as examples

•

Pictures of symmetry: could show ½ of these images for the guessing game

•

Additional resources:

- Finish the Symmetrical Drawing:

Lesson #5: Silhouettes- My World

Using same silhouette on different backgrounds: a silhouette of birds

-

Use above silhouette with different background photos: Morning, Sunset, in the forest…etc

OR create your own example!

Silhouette Cutout Artists

- Karl Johnson:

- Tim Arnold:

Lesson #6: Umbrella of What Makes Who You Are

Umbrella Art Installations (as a reference for how you could display)

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