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|Lesson Title: The ABC's of Walter Anderson |
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|Content Area & Arts Discipline: (Non-Arts Subject & Arts Subject) |
|Language Arts, Visual Arts |
|Overview of the lesson: (Short description) |
|Students will create Walter Anderson inspired block prints about an animal from Mississippi that they have researched. |
|Grade Level: |
|5th |
|Proposed Time Frame: (Hours, Days, Weeks, etc.) |
|3-5 45 minute lessons |
|Date Lesson Created: |
|-- |
|Lesson Author: (Teacher or Teaching Artist) |
|Miriam Petermann Wahl, Lafayette Middle School |
|Edited by Megan Hines |
|Room Requirements & Arrangement: (Location of chairs, classroom or gym, etc.) |
|Classroom |
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|Materials/Equipment: (Arts supplies, tech equipment, etc.) |
|"The Islander" available through the Walter Anderson Museum, Ocean Springs, MS. |
|Examples of Walter Anderson block prints and Horn Island paintings |
|Printing ink or tempera paint |
|Brayer (roller) |
|Printing ink |
|8" x 10" cardboard |
|9" x 12" Colored Construction paper (or white paper) |
|4 oz. bottle Elmer's white glue |
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|Resources: (Additional books, website addresses, images, etc.) |
|Walter Anderson Museum of Art Website (provides biographic information and images of his work) |
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|YouTube - Reading of The Secret World of Walter Anderson by Hester Bass |
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|National Park Service, Gulf Coast Islands |
|Vocabulary: (Key words for both the non-arts and arts subjects) |
|Printmaking |
|Motif |
|Repetition |
|Pattern |
|Natural environment |
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|BIG IDEA & LEARNING OBJECTIVES |
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|STUDENTS WILL BE ABLE TO KNOW AND/OR DO… CREATE A BLOCK PRINT IN THE STYLE OF WALTER ANDERSON THAT DEPICTS AN ANIMAL WHOSE HABITAT IS IN MISSISSIPPI. |
|Students will…synthesize informational text to research an animal. |
|Students will…explore block printing and will design a print based on designated criteria. |
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|PROCEDURES |
|LIST THE STEPS OF THE LESSON BY FOLLOWING THE OUTLINE BELOW: |
|The teacher/teaching artist will engage students (“the hook”) by: |
|Show students the video (available in Resources section) of the reading of The Secret World of Walter Anderson by Hester Bass and lead a class discussion on |
|Anderson's life and how he was influenced by his life on Horn Island. Show students several images of Anderson's work, focusing on images from Horn Island. Engage |
|students in discussions that show an understanding of Anderson's love of nature and use of motifs and symbols in his work. Discuss his travels around the island |
|and the influences from ancient cave paintings. |
|The teacher/teaching artist will build knowledge by: |
|Demonstrating the 7 motifs used by Anderson and having students identify these in Anderson's block prints as well as his Horn Island paintings. Teacher should then|
|lead a discussion focusing on the characteristics of printmaking. |
|The teacher/teaching artist will model the experience: |
|The teacher will then explain that they will be creating their own block prints inspired by nature in the area that they live in a style similar to Anderson by |
|conducting research. The teacher will provide an example of their own last name, explaining how they selected the animal and noting how they incorporated elements |
|of Anderson's style into their work. A full demonstration of printmaking should be provided when the students have completed their research so that they are clear |
|on the instruction (detailed directions provided under Apply Understanding). |
|The teacher/teaching artist will guide the practice with the students by: |
|Students will select the letter of the alphabet that begins their last name and will divide into small groups based on the letter. Each group will discuss the |
|Anderson print for that letter and will make a list of other animals that Anderson might have used to represent the letter. Students should then conduct research |
|to select an animal that starts with their first initial that lives in a habitat where the school is located (this could be done online or with informational texts|
|selected by the teacher depending on time available). Students should take notes about the animal's habitat, defining characteristics, and where they are located |
|in relation to the school. If a student has a last name starting with an uncommon letter, consider allowing them to expand their "habitat" to the state of |
|Mississippi. During this research process, the teacher should tour the groups to ensure that they are able to find animals that begin with their last name and that|
|they are taking notes as necessary. |
|The students will apply understanding by: |
|Students will create their block prints as follows: |
|On a 2" x 2" paper, draw first initial in block letters. This can be a very creative initial with polka dots, stripes, etc. Be sure the initial fills the square. |
|Turn the initial paper over and trace the initial backwards in the upper right corner. (In printmaking, images appear in reverse, so any words, letters, or numbers|
|must be drawn in reverse.) In the remaining space, draw the animal so that it fills most of the page. Students may add some background details, but these must be |
|kept very simple. Make sure that the animal drawing includes at least one of the motifs used by Anderson. |
|Draw a line 1" from the edge of the paper all the way around starting and stopping with the initial block in the upper right corner. Using at least two of |
|Anderson's motifs, create a border design that uses repetition to create a pattern. Again, this design should be simple. Transfer the design to the cardboard by |
|redrawing. Students may also color on the back of the drawing with pencil then lay the drawing onto the cardboard and draw over the design. The graphite on the |
|back will transfer the design to the cardboard. |
|Using the glue tip as a drawing instrument, go over all pencil lines with a bead of glue. Let this dry and then go over it a second time so that the glue is raised|
|from the surface of the cardboard. Let dry overnight. Using the roller, roll out printing ink or tempera paint then roll over the glue line surface. Lay printing |
|paper over the surface, hold down with one hand and rub the entire surface with the other hand. Carefully remove the paper and hang up to dry. |
|After the print has been created, students should provide an Artist Statement for the piece that explains how they selected the animal, defining characteristics of|
|the animal, and how they applied the style of Anderson in their print. To display the work, cut a contrasting color of paper 9" x 11". Center print onto the paper |
|and glue down, display the Artist Statement with the piece. Students can sign and title their print in the margin. |
|The teacher/teaching artist will create opportunities for reflection (Closing) by: |
|In addition to the Artist Statement, the students should reflect on their work by sharing their pieces with the class. Students should summarize what they included|
|in their Artist Statement about their choices for the piece and should expand upon what they found to be challenging in the process. |
|The teacher/teaching artist will assess the students’ learning by: |
|The teacher will assess the student work based on a rubric that breaks down the characteristics of the piece (did the students follow directions, etc.) and the |
|content in the Artist Statement. |
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|STANDARDS & PRINCIPLES |
|PLEASE LIST THE COMPETENCY FROM THE FOLLOWING: |
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|STATE CONTENT STANDARDS (I.E. CCSS, MISSISSIPPI FRAMEWORKS): |
|English Language Arts |
|Reading Standards for Informational Text |
|3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on |
|specific information in the text. |
|9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. |
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|Science |
|1. Develop and demonstrate an understanding of scientific inquiry using process skills. |
|e. Use drawings, tables, graphs, and written and oral language to describe objects and explain ideas and actions. |
|3. Predict characteristics, structures, life cycles, environments, evolution, and diversity of organisms. |
|b. Research and classify the organization of living things. |
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|Arts Standards (i.e. MS Visual & Performing Arts Frameworks): |
|Visual Arts |
|1. Describe and use fundamental skills related to media, techniques, and processes to create and study works of art. (CP) |
|a. Recognize and apply elements and principles of art and design in specific works of art. |
|c. Identify and apply appropriate techniques for using specific tools. |
|3. Increase knowledge and use of various media, techniques, and processes in creating different effects in works of art. (CP) |
|a. Demonstrate the ability to competently manipulate two-dimensional and three- dimensional media. |
|11. Know how visual arts concepts and skills are integrated with knowledge in other subject areas for use in everyday life. (C) |
|a. Identify ways in which the arts are integrated in the environment and daily life. |
|b. Speculate upon similarities and differences between ways that artists, scientists, and writers may view the world. |
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|Principles of Universal Design for Learning (at least one from each of the three guiding principles): |
|Provide Multiple Means of Representation |
|2.3 Support decoding of text, mathematical notation, and symbols |
|2.5 Illustrate through multiple media |
|3.1 Activate or supply background knowledge |
|3.3 Guide information processing, visualization, and manipulation |
|Provide Multiple Means of Action and Expression |
|4.2 Optimize access to tools and assistive technologies |
|5.2 Use multiple tools for construction and composition |
|6.3 Facilitate managing information and resources 6.4 Enhance capacity for monitoring progress |
|Provide Multiple Means of Engagement |
|7.1 Optimize individual choice and autonomy |
|9.3 Develop self-assessment and reflection |
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|APPENDIX |
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|EXTENDED LEARNING ACTIVITIES: |
|Have students write a full researched overview about the animal they selected that extends further into Scientific study of habitat loss and/or change over time. |
|TIPS/FAQs: |
|Printmaking can be very challenging for students, so try to emphasize that the process may take multiple tries before they get a successful print. |
|References: (i.e. Works cited, etc.) |
|VIDEO DEMONSTRATIONS OF PRINTMAKING ARE AVAILABLE ONLINE ON SEVERAL SITES, INCLUDING THE MUSEUM OF MODERN ART AT |
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