Mobiles & Story Elements

Mobiles & Story Elements

MOBILES AND STORY ELEMENTS

Learning Description

In this lesson, students will create a mobile sculpture inspired by the artist, Alexander Calder, to show the elements of a story.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: VISUAL ARTSE & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create a mobile sculpture inspired by the artist, Alexander Calder, that illustrates the elements of a story.

Essential Questions

  • How can I demonstrate my understanding of the elements of a story through a mobile sculpture?

 

Georgia Standards

Curriculum Standards

Grade 2:

ELAGSE2RL1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

ELAGSE2RL5 Describe the overall structure of a story including describing how the beginning introduces the story, the middle provides major events and challenges, and the ending concludes the action.

ELAGSE2RL7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

ELAGSE2SL1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

ELAGSE2SL2 Recount or describe key ideas or details from written texts read aloud or information presented orally or through other media.

Grade 3:

ELAGSE3RL1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 

ELAGSE3RL7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

ELAGSE3SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

ELAGSE3SL2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Arts Standards

Grade 2:

VA2.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning. 

VA2.CR.2 Create works of art based on selected themes. 

VA2.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA2.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy.

VA2.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

Grade 3:

VA3.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA3.CR.2 Create works of art based on selected themes. 

VA3.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art. 

VA3.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.

VA3.CN.1 Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art.

 

South Carolina Standards

Curriculum Standards

Grade 2:

2.I.1.1 Ask self-generated questions that lead to group conversations, explorations, and investigations. 

2.RL.MC.6.1 Use information gained from illustrations and words in a print or multimedia text to demonstrate understanding of its characters, setting, or plot. 

2.C.MC.1.4 Participate in shared conversations with varied partners about focused grade level topics and texts in small and large groups. 

2.C.MC.1.5 Explain personal ideas and build on the ideas of others by responding and relating to comments made in multiple exchanges. 

2.W.RC.6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain-specific tasks, and for a variety of purposes and audiences.

Grade 3:

3.I.1.1 Formulate questions to focus thinking on an idea to narrow and direct further inquiry. 

3.RL.MC.1 Use text evidence to: a. describe characters’ traits, motivations, and feelings and explain how their actions contribute to the development of the plot; and  b. explain the influence of cultural and historical context on characters, setting, and plot development.

3.C.MC.1.1 Explore and create meaning through conversation and interaction with peers and adults. 

3.C.MC.1.2 Participate in discussions; ask questions to acquire information concerning a topic, text, or issue.

3.W.RC.6.1 Write routinely and persevere in writing tasks

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Anchor Standard 3: I can improve and complete artistic work using elements and principles.

Anchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media.

 

Key Vocabulary

Content Vocabulary

Character - A person, figure, or animal depicted in literature.

Setting - When and where a story takes place.

Plot - The main events of the story.

Summary - A brief description of a passage that captures the main idea.

Main idea - The central idea or theme of a story.

Detail - Information from the passage that supports the main idea.

Arts Vocabulary

Shape - One of the seven elements of art; a two-dimensional object that can be geometric, organic, or free-form.

Form - One of the seven elements of art; a three-dimensional object that can be geometric, organic, or free-form.

Sculpture - An art form that shows the element of form.

Mobile - A hanging sculpture that has moving parts.

 

Materials

  • Paper plates
  • Markers/colored pencils
  • Plain white paper
  • Yarn/string
  • Paper clips
  • Scissors

 

Instructional Design

Opening/Activating Strategy

  • Show the students Alexander Calder’s sculpture, Mariposa (Butterfly), on a screen. Do not show them the title of the artwork. Have students go through the See, Think, Wonder strategy to engage with the image.
  • Tell students that the name of the sculpture is Mariposa (Butterfly). Ask students if they can see the butterfly in the sculpture.

 

Work Session

  • Explain to the students that this sculpture shows the following elements of art: shape, line, and form. Explain that sculpture is three-dimensional art. The pieces of the sculpture are made up of free-form shapes and lines. Show students the different types of shapes in art: organic, free-form, and geometric.
  • Tell students that you are going to read them a story. Students should listen for details that tell about the character(s) and setting of the story. As you read, students should raise their hands whenever they hear a detail about the character(s) or setting. Pause as you read to allow students to share their details. Create a list of details on the board. 
  • At the end of the story, ask students to summarize the story. Students should identify the beginning, middle, and end of the story. 
  • Explain to students that they are going to create a sculpture like the one they looked at at the beginning of class, Mariposa, by Alexander Calder. 
  • Students should draw the setting of the story on their paper plate. 
  • Then, demonstrate to students how to draw a spiral on their paper plate, starting at the middle and spiraling outward. Students will then cut along the spiral.
  • Next, students will draw images/symbols on plain white paper to represent the character(s) and the beginning, middle, and end of the story. Students should cut these out.
  • Students will tie yarn or string to the spiral that they cut out of the paper plate and attach the symbols for the beginning, middle, and end of the story to the yarn or string. Students should place the symbols in sequential order. On the back of the symbols, students should summarize the beginning, middle, and end of the story. 
  • Students will attach a paper clip to the center of the spiral to hang the sculpture.

Closing Reflection

  • In small groups, have students compare and contrast their artwork to the illustrations in the book. What are the similarities and differences between the way the illustrator communicated meaning and the way students communicated meaning? 
  • Students should conclude by writing an artist statement that says what they are most proud of in their artwork, their names as artists, and what symbols they chose to show in their artwork.

 

Assessments

Formative

  • See, Think, Wonder strategy analyzing Calder’s, Mariposa (Butterfly) - students should be able to use visual evidence to support reasoning
  • Students’ identification of the character(s)
  • Students’ identification of the setting
  • Students’ identification of the beginning, middle, and end of the story

 

Summative

  • Students’ mobiles that show the character(s), setting, and beginning, middle, and end of the story
  • Students’ summaries of the beginning, middle, and end of the story

 

Differentiation

Acceleration: Have students retell the story to each other using their mobiles as a visual aid. Students should then compare and contrast their use of symbols to communicate meaning.

Remediation: Have students work in groups. Each member is assigned one part of the story to illustrate for their group’s mobile–beginning, middle, or end. Students will combine their work to create one piece of art. Students will work together to retell the story using their mobile.

Additional Resources

Mobiles and Story Elements

Types of Shapes

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Katy Betts

Revised and copyright: September 2023 @ ArtsNOW

The Shades of Monster Emotions

THE SHADES OF MONSTER EMOTIONS

THE SHADES OF MONSTER EMOTIONS

Learning Description

Using the book The Color Monster: A Story About Emotions, by Anna Llenas, students will investigate story elements and dive into the world of emotions and colors. They will actively explore emotions using their faces, bodies, and voices.

 

Learning Targets

GRADE BAND: 2
CONTENT FOCUS: THEATRE & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can make connections between emotions and colors.
  • I can use my body, face, and voice to convey emotions and colors.

Essential Questions

  • How are emotions like colors, and how can colors represent emotions?
  • How does talking about and exploring our emotions help us?

 

Georgia Standards

Curriculum Standards

Grade 2:

ELAGSE2RL1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 

ELAGSE2RL7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Arts Standards

Grade 2:

TA2.PR.1 Act by communicating and sustaining roles in formal and informal environments. 

  1. Use imagination and vocal elements (e.g. inflection, pitch, volume, articulation) to communicate a character’s thoughts, emotions, and actions. 
  2. Use imagination and physical choices to communicate a character’s thoughts and emotions. 
  3. Collaborate and perform with an ensemble to share theatre with an audience. 
  4. Explore character choices and relationships in a variety of dramatic forms (e.g. narrated story, pantomime, puppetry, dramatic play).

 

South Carolina Standards

Curriculum Standards

Grade 2:

2.RL.MC.5.1 Ask and answer literal and inferential questions to demonstrate understanding of a text; use specific details to make inferences and draw conclusions in texts heard or read. 

2.RL.MC.5.2 Make predictions before and during reading; confirm or modify thinking.

Arts Standards

THEATRE

Anchor Standard 3: I can act in improvised scenes and written scripts.

VISUAL ARTS

Anchor Standard 5: I can interpret and evaluate the meaning of an artwork.

 

Key Vocabulary

Content Vocabulary

Emotion – A state of feeling such as: angry; sad; excited; nervous; happy. 

Theme – the lesson of the story

Arts Vocabulary

Color - a component of light which is separated when it is reflected off of an object.

Actor – This is a person who performs a role in a play, work of theatre, or movie. 

Facial Expression – how an actor uses his or her face (eyes, cheeks, mouth, chin, nose) to convey meaning. 

Gestures –any movement of the actor’s head, shoulder, arm, hand, leg, or foot to convey meaning.

 

Materials

  • The Color Monster. A Story About Emotions, by Anna Llenas. 
  • Color list (below, or comparable by teacher choice)
  • Emotion list (below, or comparable by teacher choice)

 

Instructional Design

Opening/Activating Strategy

Colors

  • Lead a discussion about colors.  What are colors?  Discuss how light reflects off of things in different ways, and that’s how our eyes see colors.  How do colors make you feel? What do they make you think of?  What is your favorite color, and why?  Option: show the list of colors attached below, discuss any that are unfamiliar, and compare different colors that are similar, e.g., silver and gray.  Ask what other colors they can think of that are not on the list.

Emotions

  • Lead a discussion about emotions.  “What are emotions?  How do different experiences make us feel different emotions?  How do our emotions change?  How do we express emotions?” Show the list of emotions attached below, discuss any that are unfamiliar, and compare different emotions that are similar, e.g., sad and lonely.  Ask what other emotions they can think of that are not on the list.

Connecting Colors and Emotions

  • Lead a discussion about the connection between colors and emotions.  “Can you think of any phrases that connect colors with emotions?(e.g., ‘green with envy,’ ‘seeing red,’ or ‘feeling blue,’ or ‘rose-colored glasses.’)”  Do certain emotions make you think of certain colors?  Or do you associate different colors with different emotions?  If so, why?”  Honor whatever connections the students might make, even if they seem unconventional.

 

Work Session

The Color Monster

Explain that the class will read a book that connects colors with emotions.  Discuss this connection as the theme of the book – it is the main idea or concept.  Show The Color Monster.  Explain that the author, Anna Llenas, has thought a lot about this question, and she connects certain colors with certain emotions.

  • Read the book aloud.  During the read aloud, have students add sound and body to express the characters and repeat key lines or phrases after you read them. Encourage them to become the characters with their face, body and voice.
  • After reading aloud, review the colors and emotions in the book (yellow = happy; blue = sad; red = anger; black = fear; green= calm; pink=love).  Discuss if those connections make sense to students.  Ask, “What other colors and emotions would you connect?”
  • Discuss the concept expressed in the book about feeling mixed emotions, and putting emotions into separate containers.  Ask, “What does this mean in real life?  How can we put emotions into different containers?”

Coloring Our Emotions

  • Tell the students that you will call out an emotion and they will use their bodies and faces to convey that emotion.  Start with a simple emotion like happy, sad, or scared.  Tell them they can use facial expression, body position, and gestures to convey the emotion.
  • Ask them to express what color they connect with that emotion.  (e.g., “I’m scared and it feels pink” or “I’m bored and it feels gray.”)
  • Ask them to add sound to their faces and bodies.  Ask, “Does this emotion make you use a loud or soft voice?  High or low?  How would you pronounce your words with this emotion?”  Allow different students to have different interpretations, and acknowledge that sometimes when someone is angry they could be loud or quiet, or that when someone is happy, their voice could get very high or very low.
  • Call out several more emotions from the list, and have the students repeat the process.
  • Give volunteers the opportunity, when conveying an emotion with body, face and voice, to articulate why someone might feel that emotion (e.g., “I’m angry that my sister won’t play with me, and it feels bright red,” or “I’m happy that we’re going to have ice cream, and it feels light green.”)

Finding Emotions from Our Colors (Optional)

  • Explain that now the process will be reversed.  A color will be called out, and students can respond with a connected emotion.  Tell students that they may connect the emotion directly with a color, or they may think of something the color reminds them of and find the emotional connection that way.  E.g., blue might make a student think of a swimming pool, invoking excitement; red may make a student think of a stop sign/caution; or orange may make them think of fire, invoking fear.
  • After calling out a color, allow students to use their bodies and faces to show the emotion; then ask volunteers to use their emotional voice to name the emotion they are thinking of and explain the connection, if any.

Extension

  • Have students draw a picture connecting a color with an emotion.  Have them start from either an emotion or a color.  If they start from an emotion, have them choose the color that they think goes with it.  If they choose a color, have them decide which emotion they connect with it.  Using a single color, have them write the emotion word (with guidance as needed) and draw images, lines, and shapes that convey the emotion (e.g., The drawing could include squiggles, zigzags, curves and solid shapes, as well as representational images such as a football player, two friends arguing, a piece of jewelry, or a butterfly).
  • Then have them write a paragraph describing the emotion in terms of the color and the elements they included in their illustration.  The paragraph can begin, “When I feel ______ (emotion), everything looks ________ (color) because . . .”

 

Closing Reflection

Ask, “What is the connection between emotions and colors?  How can colors help us think about emotions?  How do colors make us feel?  How did we express emotions using our bodies, facial expressions, and voices?“

 

Assessments

Formative

  • Students demonstrate understanding by using their bodies, faces, and voices. 
  • Students use emotion and color words to describe what they are enacting.
  • Students articulate situations or scenarios that make sense for the emotion they are conveying.

 

Summative

Students’ illustrations and paragraphs convey their understanding of the connection between emotions and color.

 

Differentiation

Acceleration: 

Explore the concept of mixed emotions implied in the book.  Have students choose two different, seemingly conflicting emotions connected with  two different colors, and have them enact them together.  Have them articulate a scenario that might lead to conflicting emotions (e.g., getting together with a close friend who is moving away).

Remediation: 

Work through the emotions according to how they are portrayed in the book, maintaining a one-to-one correspondence to avoid confusion.

ADDITIONAL RESOURCES

Books with a similar theme:

     My Many-Colored Days, by Dr. Seuss

     What Color Is Your Day?, by Camryn Wells

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Susie Purcell and Barry Stewart Mann

Revised and copyright:  June 2023 @ ArtsNOW