Www.mswholeschools.org



|[pic] |

| |

|Lesson Title: The ABC's of Walter Anderson |

| |

|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 |

| |

|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 |

| |

|Resources: (Additional books, website addresses, images, etc.) |

|Walter Anderson Museum of Art Website (provides biographic information and images of his work) |

| |

| |

|YouTube - Reading of The Secret World of Walter Anderson by Hester Bass |

| |

| |

|National Park Service, Gulf Coast Islands |

|Vocabulary: (Key words for both the non-arts and arts subjects) |

|Printmaking |

|Motif |

|Repetition |

|Pattern |

|Natural environment |

| |

| |

| |

|BIG IDEA & LEARNING OBJECTIVES |

| |

| |

|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. |

| |

| |

| |

|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. |

| |

| |

|STANDARDS & PRINCIPLES |

|PLEASE LIST THE COMPETENCY FROM THE FOLLOWING: |

| |

|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. |

| |

|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. |

| |

|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. |

| |

|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 |

| |

| |

| |

|APPENDIX |

| |

|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 |

| |

| |

| |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download