GOTTA “HAND” IT TO OUR ARTISTS

GOTTA “HAND” IT TO OUR ARTISTS

Learning Description

In this lesson, students will create a “self-portrait” to show who they are in a unique way! Rather than a standard self-portrait with traditional facial features, students will trace their hand adding colored patterns on the inside. These patterns will be inspired by the art of the Ndebele ([NDI] + [BEL] + [EE]) people to represent what makes them unique. Students will then add writing to explain their “self-portrait”.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: VISUAL ARTS, ELA,
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"I Can" Statements

“I Can…”

  • I can create artwork inspired by the artwork of the Ndebele people.
  • I can use visual art to tell others about myself
  • I can use the elements of line, shape, and color to create a unique artwork.
  • I can explain my artwork through writing.

Essential Questions

  • How can art be used to tell about oneself?
  • How are lines, shapes, and colors used to create art?

 

Georgia Standards

Curriculum Standards

Grade 4:

ELAGSE4W7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

 

ELAGSE4W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases. (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

 

Grade 5:

ELAGSE5W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

 

ELAGSE5W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

 

Arts Standards

Grade 4:

VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

 

VA4.CR.2 Create works of art based on selected themes.

 

VA4.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

 

VA4.CN.1 Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art.

 

VA4.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art. 

 

Grade 5:

VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

 

VA5.CR.2 Create works of art based on selected themes.

 

VA5.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

 

VA5.CN.1 Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art.

 

VA5.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

 

South Carolina Standards

Curriculum Standards

Grade 4: 

ELA.4.R.1.1 Conduct short research for inquiry by: a. generating a question about a topic; and b. examining a provided source.

 

ELA.4.C.2.1 Write informative/explanatory texts to examine a topic and provide information. When writing: a. introduce a topic clearly; b. develop the topic with facts, definitions, details, and/or quotes related to the topic; c. group related information into paragraphs and/or sections using transitional words and phrases to link ideas; d. use precise language and vocabulary to inform or explain about the topic; e. use and explain information from a provided source(s); and f. provide a concluding statement or section.

 

Grade 5: 

ELA.5.R.1.1 Conduct short research for inquiry by: a. generating a question(s) about a topic; and b. consulting a variety of print and multimedia sources.

 

ELA.5.C.2.1 Write informative texts to examine a topic and convey ideas and information clearly. When writing: a. introduce a topic and develop the topic with facts, definitions, details, and/or quotes related to the topic; b. group related information into paragraphs and/or sections using transitional words and phrases to link ideas and develop structure; c. use precise language and vocabulary to explain the topic; d. use and explain information from a provided source(s); and e. provide a concluding statement or section.

 

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

 

Key Vocabulary

Content Vocabulary

  • Ndebele Tribe - A Bantu ethnic group in Southern Africa, primarily found in Zimbabwe and South Africa. They are known for their distinctive artistic traditions, particularly their colorful beadwork and house painting
  • Informative writing - A type of writing that aims to educate or inform the reader about a particular topic

Arts Vocabulary

  • Elements of Art - The fundamental components that artists use to create visual works
  • Line - An element of art that defines space, contours and outline
  • Shape - A two-dimensional enclosed object
  • Color - An art element with three properties: hue, value and intensity; reflected or absorbed light; warm colors (red, orange, yellow); cool colors (blue, green, violet)
  • Self-Portrait - A visual representation of oneself
  • Pattern - One of the principles of design; the repetition of specific visual elements such as line or shape
  • Value - The lightness or darkness of a color

 

Materials

 

 

Instructional Design

Opening/Activating Strategy

  • Using an image of Ndebele artwork, ask students to work collaboratively to engage in the See, Think, Wonder protocol.
    • First, students will identify what they see in the image. Emphasize that they should make objective observations about the artwork (i.e. lines, colors, shapes, etc.). 
    • Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the image. 
    • Finally, ask students what they wonder about the image. 
  • Facilitate a class-wide discussion around students’ observations, inferences, and questions.

Explain to students that they are looking at an example of Ndebele artwork.

Work Session

  • Discuss the importance of a handprint, thinking about how each hand print is unique, just as each person is unique. 
  • Ask students to choose three things about themselves that make them unique. Students should complete the sentence, “I am ________, ________ and ________”.
    • Allow students to pair share.
    • Ask several students to volunteer to share one thing about their partner that makes them unique.
  • Tell students that they will be using the art of the Nbedele people to inspire a “self-portrait” that shows what makes them unique.
    • Have students follow along with this chant saying: 

Ndebele, Ndebele,  

With their hands they made their art! Colors, lines and shapes,  

These are the elements from which to start!
Rhythm-ong ©

  • Show students on a map where the Ndebele people are from–primarily South Africa and Zimbabwe.
  • Facilitate a brief discussion about the art of the Ndebele Tribe, looking closely at their colored patterned artworks.
    • Direct students to describe the types of lines used to create patterns. 
    • Then, ask students to describe the color combinations that the artists use.
    • Have students conduct additional research on the Ndebele people and the role of art and decoration in their culture (see “Additional Resources”).
  • Give each student a piece of scratch paper. Students should fold the paper into thirds. 
  • At the top of each section, have students write the adjective describing themselves that they identified earlier. 
  • Have students experiment with different types of patterns and lines to express each adjective. For example, if a student wrote “outgoing”, they may try a pattern that uses a bold line. If a student wrote “kind”, they may make a pattern with loopy, flowing lines instead of sharp angles.
    • Project an image of the art of the Nbedele people to remind students of the types of pattern and lines they used in their art.
  • Pass out paper. Demonstrate to students how to trace their hand with a pencil onto their paper. Students will go over their hand outline in black marker. 
  • Using black markers, students will choose line designs from their scratch paper to fill in their hand outline. They should include one pattern for each personal characteristic.
  • Tell students to select three colors–one for each characteristic that makes them unique. 
  • Students will then begin the coloring process. Tell students to color in the spaces between the black lines with the colors they selected, paying close attention to each individual shape created. Encourage students to “paint” with their markers by coloring their “brush strokes” in the same direction.
  • Students will then embellish their art with oil pastel blending techniques using a cool (green, blue, violet) or warm (red, orange, yellow) color palette. They will go around the hand with their darkest value color first (red or violet), medium value (orange or blue), then lightest value (yellow or green) to create a “glow”. 
  • Finally, students will write about their artwork in multi-paragraph form. 
  • Writing requirements:
    • In their writing, students should include the following:
      • Who the Nbedele people are and the role of art and decoration in their culture (students should use information from their independent research).
      • How students’ art is inspired by the art of the Nbedele people.
      • The three personal characteristics they identified.
      • Which patterns and colors correlate to which characteristic.
      • How each color and pattern shows each personal characteristic.
      • How they made their artwork (what were the steps).
    • Students’ writing should be well-organized and group ideas together logically. It should have an introduction and conclusion. 
    • Students should use visual art vocabulary (line, shape, color, and pattern) in their writing. 
    • Students should use transitional words and phrases to link ideas and develop structure.

 

Closing Reflection

  • In small groups or with a partner, students will present their artwork to their classmates.
    • Students should share how the artwork of the Ndebele people influenced their pattern choices.
    • Students should share the colors and patterns they used and why they selected them.

Assessments

Formative

Teachers will assess student understanding through student discussions of the art of the Nbedele people; students’ use of line, shape, color and pattern; and students’ ability to select colors and patterns that have personal meaning.

 

Summative

CHECKLIST

  • Students can use the elements of line, shape, and color as tools of communication to create a unique artwork. 
  • Students can use the characteristics of the artwork of the Ndebele people to inspire their artwork.
  • Students can use visual art to tell others about themselves.
  • Students can explain their artwork through writing meeting stated requirements.

 

DIFFERENTIATION 

Acceleration: 

  • Have students add expressive words or vocabulary words into the artwork. These words can be hidden or obvious and give each piece a more individual feel. 
  • Teachers can also tie this lesson in with Australian Aborigines art or prehistoric handprint art.

Remediation: 

  • Reduce the length of the writing assignment and/or provide a graphic organizer to help students structure their writing.
  • Provide a hand outline template for students to use rather than tracing their own hands.

 

 ADDITIONAL RESOURCES

  • Classroom Tips: Using markers as opposed to paint makes this lesson very doable in any classroom setting. The success lies in teaching your students how to appropriately “paint” with markers keeping their “strokes” going in the same direction.
  • Images of Ndebele artwork
  • Encyclopedia Britanica Kids - Ndebele
  • Khan, Gulshan, et al. “Ndebele Art.” Getty Images, www.gettyimages.com/photos/ndebele-art. Accessed 26 June 2023.

*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 and updated by: Debi West and Katy Betts

Revised and copyright:  August 2024 @ ArtsNOW