STORYTELLING THROUGH SHADOW PUPPETS 4-5

STORYTELLING THROUGH SHADOW PUPPETS

STORYTELLING THROUGH SHADOW PUPPETS

Learning Description

Students will engage in a hands-on project to explore the art of storytelling through shadow puppets. They will learn about elements of a story and how to translate them into visual representations using cardstock and other materials. The project will encourage creativity, problem-solving, and collaboration.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: VISUAL ARTS & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify and explain the basic elements of a story
  • I can use the design process to plan and create shadow puppets.
  • I can collaborate with classmates to develop a shadow puppet story
  • I can present my shadow puppet story to an audience.

Essential Questions

  • What are the key elements that make up a story?
  • How can we use visual representations like shadow puppets to tell a story
  • How can we work together to create a cohesive shadow puppet performance?

 

Georgia Standards

Curriculum Standards

Grade 4: 

ELAGSE4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 

  1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

 

Grade 5: 

ELAGSE5W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 

  1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

 

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.4 Understand and apply media, techniques, and processes of three-dimensional 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.4 Understand and apply media, techniques, and processes of three-dimensional 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.C.3.1 Write narratives developing real or imagined experiences. When writing: 

  1. establish a situation and setting; b. introduce a narrator and/or characters; c. organize a plot structure; d. use narrative techniques such as dialogue, descriptive language, and sensory details to develop events, setting, and characters; e. use a variety of transitional words and phrases to sequence events; and f. provide an ending that follows from the narrated experiences or events.

 

Grade 5: 

ELA.5.C.3.1 Write narratives to develop real or imagined experiences. When writing: 

  1. establish a situation and setting; b. introduce a narrator and characters; c. establish a plot structure; d. use narrative techniques such as dialogue, precise words, descriptive language, and sensory details to develop events, setting, and characters; e. use a variety of transitional words and phrases to sequence the events; and f. provide an ending that follows logically from the narrated experiences or events.

 

Arts Standards

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

VA.CR NM.1.2 I can combine several elements of art to construct 2D or 3D artwork.

 

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

VA.CR NH.2 I can use and combine materials, techniques, and processes to make art.

 

 

Key Vocabulary

Content Vocabulary

  • Design process - A process of revising work
  • Story elements - Characters, setting, plot, conflict, resolution, etc.
  • Narrative - a story or account of events, experiences, or interactions that are usually arranged in a chronological sequence to convey a particular message, theme, or idea
  • Sequence - The chronological order in which events occur within a plot
  • Mood - The overall emotional atmosphere or tone that a piece of writing evokes in the reader

  • Sensory language - Descriptive language that engages the five senses: sight, sound, touch, taste, and smell

  • Transitional words - Terms that help to guide readers through a piece of writing, ensuring that ideas flow smoothly from one to the next

Arts Vocabulary

  • Shadow puppet - A shadow puppet is a form of storytelling where cut-out figures are manipulated behind a screen to create shadowy images visible to the audience
  • Shape - One of the seven Elements of Art; a two-dimensional figure

 

  • Silhouette - The outline or shape of an object or person that appears dark against a lighter background
  • Contrast - One of the Principles of Design; the difference between two visual elements put side by side

 

Materials

  • Overhead projector or flashlight
  • White sheets or large sheet of white paper
  • Cardstock
  • Scissors
  • Tape or glue
  • Variety of translucent, transparent, and opaque materials (e.g., tissue paper, cellophane, cardboard, plastic sheets)
  • Brads
  • Hole punch or awl
  • Bamboo skewers or popsicle sticks
  • Masking tape

 

Instructional Design

Opening/Activating Strategy

  • Introduce the concept of shadow puppetry and its history by watching a short video or demonstration of shadow puppet storytelling (Video: Introduction to Shadow Puppetry; Video: The legend of the Chinese Zodiac).
  • Ask students to make observations on how the puppets looked and how that differs from other puppets they may have seen.
  • Ask students to identify the elements of a story that they noticed in the video.
  • Ask students: 
    • How did the puppets help to tell the story?
    • What is the job of the puppeteer?

 

Work Session

    • Arrange students in collaborative groups. 
    • Explain to students that they will be writing a story together. Tell students that their narratives must:
      • Have a setting, characters, rising action, climax, falling action, and conclusion.
      • Use descriptive language and sensory details to develop the characters and setting.
      • Use transitional words and phrases to move the reader smoothly through the story.
    • Allow time for students to brainstorm ideas and develop their stories.
      • Provide time for students to engage in a peer-editing process.
    • Explain to students that they will be creating puppets that represent the characters in their story. 
    • Introduce the design process by showing them the image below. 
      • Explain to students that artists use this process to revise and improve their artwork; students will use this process in planning their puppets.
      • Students will design and revise their puppets using the design process before creating them.
      • Allow students time to sketch out their plans for their shadow puppets.
      • Introduce the materials students will use to create shadow puppets (cardstock, scissors, tape, brads, colored theater gels, bamboo skewers) and demonstrate how to use them safely. 
      • Optional: Show students a video of how to make shadow puppets (see “Additional Resources”).
        • Students will collaborate with their group to create their shadow puppets based on their story.
        • Provide time for students to rehearse their shadow puppet stories, focusing on storytelling, timing and puppet movement.
        • Groups will present their shadow puppet stories to the class, followed by a whole group reflection on how groups demonstrated the elements of a story in their puppet presentations.
          • Teacher can model how to celebrate students' creativity and teamwork in presenting their stories.

         

        Closing Reflection

        Facilitate a whole group reflection. Have students write or discuss what they learned from the project about storytelling and creating their puppets and how they would approach it differently the next time.

         

        Assessments

        Formative

        Teachers will assess student understanding by observing students' engagement, collaboration, and understanding during planning and creation sessions.

         

        Summative

        CHECKLIST

        • Students can incorporate elements of a story into their shadow puppet performances.
        • Students can use their creativity in puppet design.
        • Students can design their puppets to demonstrate the characters in their stories.
        • Students can use teamwork skills to work collaboratively.

         

         

        DIFFERENTIATION 

        Accelerated: 

        • Encourage students to experiment with complex puppet designs. 
        • Challenge students to incorporate dialogue or narration into their performances.

        Remedial: 

        • Simplify the storytelling process by focusing on fewer story elements and providing more guidance during planning and creation. 
        • Provide a graphic organizer to assist students in organizing their ideas.
        • Provide pre-cut shapes for students to assemble to create their shadow puppets.

         

        ADDITIONAL RESOURCES

         

        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: Shannon Green. Updated by Katy Betts.

         

        Revised and copyright:  July 2024 @ ArtsNOW

         

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        KANDINSKY’S CIRCLES & PLACE VALUE 2-3

        KANDINSKY’S CIRCLES & PLACE VALUE

        KANDINSKY’S CIRCLES & PLACE VALUE

        Learning Description

        In this lesson, students will examine place value through the lens of Wassily Kandinsky’s painting, Several Circles. Inspired by this painting, students will create visual representations of a number using different sized circles to represent place value. Students will show their knowledge of standard, expanded, and word form, as well as observe one another's work to identify and compare numbers.

         

        Learning Targets

        GRADE BAND: 2-3
        CONTENT FOCUS: VISUAL ARTS & MATH
        LESSON DOWNLOADS:

        Download PDF of this Lesson

        "I Can" Statements

        “I Can…”

        • I can read and write numbers in standard, word, and expanded forms.

        • I can compare the value of digits within a number.

        • I can identify value, color, and proportion in art.

        • I can create unique and creative artwork.

        Essential Questions

        • How can proportion be used in art to represent place values of the digits in a number?

         

        Georgia Standards

        Curriculum Standards

        Grade 2

        2.NR.1: Using the place value structure, explore the count sequences to represent, read, write, and compare numerical values to 1000 and describe basic place-value relationships and structures

         

        Grade 3

        3.NR.1: Use place value reasoning to represent, read, write, and compare numerical values up to 10,000 and round whole numbers up to 1,000.

        Arts Standards

        Grade 2

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

         

        Grade 3

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

         

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

         

        VA3.CN.2 Integrate information from other disciplines to engage in the understanding and production of works of art.

         

         

        South Carolina Standards

        Curriculum Standards

        Grade 2

        2.NSBT.3 Read, write and represent numbers through 999 using concrete models, standard form, and equations in expanded form.

         

        Grade 3

        3.NSBT.4 Read and write numbers through 999,999 in standard form and equations in expanded form.

        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.

         

        Key Vocabulary

        Content Vocabulary

        • Place value - The value of a digit based on its position within a number
        • Digit - A numerical symbol used to represent numbers, typically ranging from 0 to 9
        • Expanded form - A way of representing a number by breaking it down into its component parts based on place value
        • Word form - Expressing a number using written words rather than digits
        • Standard form - The conventional way of writing a number using digits and place value, without any exponents or special notation

        Arts Vocabulary

        • Value - The lightness or darkness of a color
        • Cool colors - Blue, green, violet
        • Warm colors - Red, orange, yellow
        • Space - How an artist organizes the elements in a composition
        • Proportion - How one thing relates to another in terms of size

         

        Materials

        • Watercolor paper for each student
        • Watercolor set, cup of water, and brush for each student
        • Paint sticks (one set per two students)
        • Index cards (one per student)
        • Pencils

         

        Instructional Design

        Opening/Activating Strategy

        • Begin by reviewing place value with students, including standard form, word form, and expanded form.
        • Assign each student a number to study. Students should write their number in standard form, word form, and expanded form on their notecards.
        • Next, show students Wassily Kandinsky’s Several Circles painting. 
          • 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 painting (i.e. physical features, colors, textures, etc.). 
            • Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the painting. 
            • Finally, ask students what they wonder about the image. 
            • Facilitate a class-wide discussion around students’ observations, inferences, and questions.
          • Discuss the history of the painting and point out the varying sizes, colors, and values of the circles.

         

        Work Session

        • Tell students that they will be creating artwork that is inspired by Kandinsky’s Several Circles to visually represent the places values of each of their numbers.
        • Have the students begin by painting a watercolor background for their piece. Encourage the class to use light values, such as pastels, in order for the circles that they will paint to pop. Allow to dry. 
        • After drying, have the students use paint sticks to create circles that mimic the number they were assigned on their index cards. 
          • Discuss how to use size and proportion to represent place value. The largest place value should be the largest circles on the page (for example, 2,456 would have two extra large circles of equal size on the paper).
          • Repeat this process with the rest of the place value digits (using 2,456 there should be two extra large circles of equal size, 4 large circles of equal size, 5 medium circles of equal size, and 6 small circles of equal size).
          • Tell students that they can make compositional choices such as overlapping or allowing circles to go off the page.
          • Tell students that using contrasting colors will make their circles pop. For example, if the background is blue, which is a cool color, students might want to use warm colors (red, orange, and yellow) for their circles. 
          • Allow artwork to dry.

         

        Closing Reflection

        • Allow students to share their artwork with one another. Review how the largest circles represent the digit in the largest place value. 
        • Next, have the students try to guess each other's numbers based on how they used proportion in their art. This can be done in a small group setting or as a whole class. 
        • Finally, have students compare their numbers and arrange their artwork from smallest to largest number.

         

        Assessments

        Formative

        Teachers will assess student learning by observing students’ ability to represent place value in standard, expanded, and word form; students’ responses to discussion of Kandinsky’s Several Circles; and students’ ability to represent place value through proportion and size in their circles.

         

        Summative

        CHECKLIST

        • Students can identify the place values of the digits in their numbers and correctly.
        • Students can accurately portray place value through size and proportion in art.
        • Students can identify and use value, color, and proportion in art.

        *See Teacher/student rubric.

         

        DIFFERENTIATION 

        Acceleration: 

        • Advanced students can be assigned larger numbers based on their levels.
        • Students can write an art review of one of their peers’ artwork and describe what number it is showing explaining their reasoning.

        Remediation: 

        • Students can be assigned smaller numbers to represent in their artwork.
        • Students can work in pairs to analyze their numbers. Students can then either work together to create one artwork or create their own individual artworks.

         ADDITIONAL RESOURCES

        *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: Sara Hastings

        Revised and copyright:  May 2024 @ ArtsNOW

         

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        CREATING INSPIRED WORKS THROUGH ANGLES & PROPORTION 6-8

        CREATING INSPIRED WORKS THROUGH ANGLES & PROPORTION

        CREATING INSPIRED WORKS THROUGH ANGLES & PROPORTION

        Learning Description

        In this lesson, students will analyze how the artist, Charles Demuth, uses angles and proportion in his artwork, I Saw the Figure 5 in Gold. By delving into the use of angles, proportion, emphasis, and ratios in Demuth's artwork, students will then apply these elements to create their own unique pieces of art, drawing inspiration from the style of the Precisionist art movement.

         

        Learning Targets

        GRADE BAND: 6-8
        CONTENT FOCUS: VISUAL ARTS & MATH
        LESSON DOWNLOADS:

        Download PDF of this Lesson

        "I Can" Statements

        “I Can…”

        • I can explain how Charles Demuth uses angles and proportion in his artwork.

        • I can create artwork inspired by Demuth using angles and proportion.

        • I can use proportion and color to create emphasis in my artwork.

        • Students can explain how I used ratio, proportion, angles, color, value, and emphasis to create my artwork.

        Essential Questions

        • How does Charles Demuth use angles and proportion in his artwork?

        • How can I create an artwork inspired by Demuth using angles and proportion?

        • How can I use proportion and color to create emphasis in my artwork?

        • How is the poem “The Great Figure”, related to Demuth’s artwork, I Saw the Figure 5 in Gold?

         

        Georgia Standards

        Curriculum Standards

        Grade 6

        6.NR.4: Solve a variety of contextual problems involving ratios, unit rates, equivalent ratios, percentages, and conversions within measurement systems using proportional reasoning.

         

        Grade 7

        7.PAR.4: Recognize proportional relationships in relevant, mathematical problems; represent, solve, and explain these relationships with tables, graphs, and equations.

        7.GSR.5.2 Measure angles in whole number degrees using a protractor

        7.GSR.5.3 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve equations for an unknown angle in a figure.

         

        Grade 8

        8.PAR.4: Show and explain the connections between proportional and nonproportional relationships, lines, and linear equations; create and interpret graphical mathematical models and use the graphical, mathematical model to explain real phenomena represented in the graph.

        Arts Standards

        Grade 6

        VA6.CR.1 Visualize and generate ideas for creating works of art. 

        VA6.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

        VA6.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence.

        VA6.CR.4 Incorporate formal and informal components to create works of art.

         

        Grade 7

        VA7.CR.1 Visualize and generate ideas for creating works of art. 

        VA7.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

        VA7.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence. 

        VA7.CR.4 Incorporate formal and informal components to create works of art.

         

        Grade 8

        VA8.CR.1 Visualize and generate ideas for creating works of art. 

        VA8.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

        VA8.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence.

        VA8.CR.4 Incorporate formal and informal components to create works of art.

         

        South Carolina Standards

        Curriculum Standards

        Grade 6

        6.RP.1 Interpret the concept of a ratio as the relationship between two quantities, including part to part and part to whole. 6.RP.2 Investigate relationships between ratios and rates. 

        6.RP.3 Apply the concepts of ratios and rates to solve real-world and mathematical problems. 

         

        Grade 7

        7.RP.2 Identify and model proportional relationships given multiple representations, including tables, graphs, equations, diagrams, verbal descriptions, and real-world situations. 

        7.RP.3 Solve real-world and mathematical problems involving ratios and percentages using proportional reasoning

        7.GM.5 Write equations to solve problems involving the relationships between angles formed by two intersecting lines, including supplementary, complementary, vertical, and adjacent

         

        Grade 8

        8.EEI.5 Apply concepts of proportional relationships to real-world and mathematical situations. 

        8.GM.5 Extend and apply previous knowledge of angles to properties of triangles, similar figures, and parallel lines cut by a transversal.

        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 5: I can interpret (read) and evaluate the meaning of an artwork.

         

        Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

         

        Key Vocabulary

        Content Vocabulary

        • Angle - A geometric figure formed by two rays (sides) with a common endpoint (vertex)

        • Acute angle - An angle that measures less than 90 degrees

        • Obtuse angle - An angle that measures more than 90 degrees

        • Complementary angle - Two angles whose measures add up to 90 degrees

        • Supplementary angle - Two angles whose measures add up to 180 degrees

        • Proportional - The relationship between two variables that have the same ratio

        • Ratio - A way of comparing two quantities or numbers by dividing one by the other; the relationship between two quantities, indicating how many times one quantity is present in relation to the other

        Arts Vocabulary

        • Precisionism - An art movement of the 1920’s that focused on creating very precise and controlled art; the artists in this movement focused on reducing objects to lines, shapes, and geometric structures

        • Composition - How the artist uses the Elements of Art to create an artwork

        • Proportion - How one thing relates to another in terms of size

        • Emphasis - Where the artist draws the viewer’s eye using visuals

        • Contrast - Putting two things side by side that emphasize their differences, such as two colors across from each other on the color wheel like yellow and purple

        • Value - One of the seven elements of art; the lightness or darkness of a color

        • Shape - One of the seven elements of art; a two-dimensional object

         

        Materials

        • 9x12 mixed media paper or cardstock (each student will need two sheets)
        • Pencils
        • Protractors
        • Rulers
        • Glue sticks
        • Scissors
        • Colored pencils
        • Markers

         

         

        Instructional Design

        Opening/Activating Strategy

        • Project the poem by Wiliam Carlos Williams, “The Great Figure”: 

        Among the rain

        and lights

        I saw the figure 5

        in gold

        on a red

        firetruck

        moving

        tense

        unheeded

        to gong clangs

        siren howls

        and wheels rumbling

        through the dark city

         

        • Have students read the poem and respond with a quick drawing (5 minutes).
        • In small groups, have students share what the poem made them think of and what they drew.
        • Allow students to share out with the class.

         

        Work Session

        • Project I Saw the Figure 5 in Gold by Charles Demuth. Tell students that Demuth painted this artwork as a tribute to his friend, the poet of “The Great Figure”, William Carlos Williams. He used the poem, “The Great Figure”, as inspiration for this artwork.
        • Ask students where they see connections between the poem and the artwork.
        • Tell students that the artist, Charles Demuth, was part of an art movement called Precisionism. 
          • Precisionism was an art movement of the 1920’s that focused on creating very precise and controlled art; the artists in this movement focused on reducing objects to lines, shapes, and geometric structures.
        • In their small groups, ask students to make observations about the painting that respond to the following questions: 
          • What stands out in the artwork? How does Demuth make it stand out? 
            • Answers could include responses like how he used color and size.
            • Tell students that when an artist draws the viewer’s attention to something, this is called emphasis.
          • Ask students where they see examples of angles in the artwork. 
          • Ask students where they see Demuth using proportion in his artwork.
            • Students should identify the “5”.
        • Explain to students that they will be using proportion and angles to create an artwork inspired by I Saw the Figure 5 in Gold by Charles Demuth.
          • They will need to use proportion, angles, and emphasis in their artwork.
        • Students should start by drawing a square or rectangle on mixed media paper or cardstock three times using a consistent ratio. For example, three rectangles could be 1x1.5, 2x3, and 4x6 inches. Students will then fill the rectangle with a letter or number such as the letter “L”. Show students how to use the edges of the square or rectangle to draw their letter or number. The letter or a number should be a shape, which is a 2D closed line. See example.
        • Students should then use markers to fully color in the three letters or numbers. Students will set this aside and work on the other portion of the artwork. 
        • Go back to I Saw the Figure 5 in Gold. Ask students what they see in the background. They may say things like shades of black, white, and gray; diagonal lines; etc. 
        • Pass out a new sheet of mixed media paper. 
        • Give students a number of specific angles or requirements for angles (three angles that are less than 45 degrees, two angles between 70-80 degrees, five obtuse angles, an algebraic or linear equation to solve for specific angles, etc.). 
        • Next, using pencil or colored pencil, students will shade in each of the shapes that are created by the intersecting lines. 
          • Tell students that they will be gluing their three letters or numbers on top of this paper, so they need to pick colors that will contrast with the ones they used to color in their letters or numbers. Refer back to I Saw the Figure 5 in Gold and how Demuth does this with red and gold on a white, gray, and black background.
          • Show students how Demuth uses different shades of gray, white, and black in the shapes in the background of the art. This is called using different values. Students should also use different values in the background shapes of their art. 
        • When students are done, they should use a glue stick to glue their letters or numbers on their paper.

         

        Closing Reflection

        • Students should give their artwork a relevant title.
        • On the back of their artwork, they should explain how they used ratio, proportion, angles, color, and emphasis to create their work. They should be able to explain how they created emphasis using proportion and color.
        • Students should then present their work to each other in groups of three to four students.

         

        Assessments

        Formative

        Teachers will assess students’ understanding by observing students’ discussion of the poem, “The Great Figure” and the artwork, I Saw the Figure 5 in Gold; students’ ability to identify and explain ratios, proportion, and types of angles; and students’ ability to correctly use a protractor to measure angles.

         

        Summative

        CHECKLIST

        • Students can create an artwork that demonstrates their understanding of ratio, proportion, and angles.
        • Students can explain how they used ratio, proportion, angles, color, value, and emphasis to create their work.

         

        Differentiation

        Acceleration: 

        • ELA connection - Have students write a poem inspired by their artwork. Students should refer back to Williams’ “The Great Figure”, and Demuth’s artwork, I Saw the Figure 5 in Gold.
        • Have students do additional research on the Precisionist art movement. Students should select a different artwork by another artist from this movement, such as Joseph Stella. Students should explain how the artist used angles, lines, color, value, and shapes in their artwork. Then, students should create their own artwork inspired by this artist. Suggested artworks by Stella include Brooklyn Bridge, Futurist Composition, Old Brooklyn Bridge, and By-Products Plants.

        Remediation: 

        • Allow students to work in collaborative groups on a single artwork. 
        • Reduce the number/requirements for angles.
        • Allow students to use their rectangle as the object that shows proportion rather than turning the rectangle into a letter or number.

         

         ADDITIONAL RESOURCES

         

        *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:  May 2024 @ ArtsNOW

         

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        VISUALIZING ECONOMIC SYSTEMS 6-7

        VISUALIZING ECONOMIC SYSTEMS

         

        VISUALIZING ECONOMIC SYSTEMS

        Learning Description

        In this lesson, students will explore how they can express the characteristics of different economic systems through line, shape, and color. Students will then write about their artwork explaining how their artwork shows the different characteristics of each economic system.

         

        Learning Targets

        GRADE BAND: 6-7
        CONTENT FOCUS: VISUAL ARTS & SOCIAL STUDIES
        LESSON DOWNLOADS:

        Download PDF of this Lesson

        "I Can" Statements

        “I Can…”

        • I can describe the characteristics of a command, market, and mixed economy.

        • I can use line, shape, and color to express the characteristics of different economic systems.

        • I can explain the connection between my artwork and the characteristics of different economic systems.

        Essential Questions

        • What are the characteristics of a command, market, and mixed economy?

        • How can I use line, shape, and color to express the characteristics of different economic systems?

        • How can I explain the connection between my artwork and the characteristics of different economic systems?

         

        Georgia Standards

        Curriculum Standards

        Grade 6

        SS6E, SS6E7, SS6E10 

        Analyze different economic systems. a. Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce. b. Explain that countries have a mixed economic system located on a continuum between pure market and pure command.

         

        Grade 7

        SS7E1, SS7E4, SS7E7

        Analyze different economic systems. a. Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce. b. Explain that countries have a mixed economic system located on a continuum between pure market and pure command.

         

        Personal Finance and Economics

        SSEF3 Analyze how economic systems influence the choices of individuals, businesses, and governments. 

        1. Analyze how command, market and mixed economic systems answer the three basic economic questions (what to produce, how to produce, and for whom to produce) to prioritize various social and economic goals such as freedom, security, equity, growth, efficiency, price stability, full employment, and sustainability.

         

         

         

         

        Arts Standards

        Grade 6

        VA6.CR.1 Visualize and generate ideas for creating works of art. 

        VA6.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

        VA6.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence.

        VA6.CR.4 Incorporate formal and informal components to create works of art.

         

        Grade 7

        VA7.CR.1 Visualize and generate ideas for creating works of art. 

        VA7.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

        VA7.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence. 

        VA7.CR.4 Incorporate formal and informal components to create works of art.

         

        High School

        VAHSAD.CR.4 Incorporate formal and informal components to create applied design art products and/or designs.

         

        VAHSAD.RE.3 Engage in the process of art criticism to make meaning and increase visual Visual Art Georgia Standards of Excellence 

         

        VAHSAH.RE.3 Compare and contrast works of art, artists, cultures, and eras based on visual and contextual evidence.

         

        VAHSAH.CN.1 Evaluate the influence of historical, political, economic, social, cultural, religious, and technological factors on the development of selected works of art from prehistoric to contemporary times and in a variety of societies 

         

        VAHSCR.CR.1 Visualize and generate ideas for creating works of art. 

         

        VAHSAH.PR.1 Identify and discuss related themes throughout the history of art (e.g. power and authority, sacred spaces, human figure, narrative, nature, spiritual objects) as expressed in different media within each culture and time period (e.g. two-dimensional work, three-dimensional work, architecture, multi-media).

         

        VAHSAH.RE.1 Identify and describe how artistic expression is conveyed visually through subject matter, media, technique, and design (e.g. composition, color scheme). Visual Art Georgia Standards of Excellence 

         

        VAHSAHRE.2 Discuss aesthetic issues (e.g. why humans create, criteria for defining an object as art, the effect of how content affects value, standards of beauty and beauty’s role in defining art, how needs are fulfilled by art in varied societies). 

         

        VAHSAH.RE.3 Compare and contrast works of art, artists, cultures, and eras based on visual and contextual evidence. 

         

         

         

         

        South Carolina Standards

        Curriculum Standards

        Economics and Personal Finance

        Standard 1: Demonstrate an understanding of fundamental economic concepts at an individual, business, and governmental level.

        EPF.1.IN Research and utilize evidence to explain how various economic systems address the basic economic questions regarding distribution of resources.

         

         

        Arts Standards

        Artistic Processes: Creating- I can make artwork using a variety of materials, techniques, and processes.

        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.

        Artistic Processes: Responding- I can evaluate and communicate about the meaning in my artwork and the artwork of others.

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

        Artistic Processes: Connecting- I can relate artistic ideas and work with personal meaning and external context.

        Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

         

         

         

         

        Key Vocabulary

        Content Vocabulary

        • Market economy - An economic system in which all economic questions are answers by consumers and producers
        • Command economy - An economic system in which all economic questions are answered by the government
        • Mixed economy - An economic system in which economic questions are answered by both the government as well as producers and consumers

         

         

        Arts Vocabulary

        • Line - One of the Elements of Art; the path of a moving point
        • Shape - One of the Elements of Art; a two-dimensional or flat object; an enclosed line
        • Color - One of the Elements of Art; how light is seen as reflected or absorbed on a surface
        • Symbol - An image that has meaning

         

         

        Materials

           

           

          Instructional Design

          Opening/Activating Strategy

          • Display the painting, Chairman Mao en Route to Anyuan by Liu Chunhua (7th grade Social Studies) or The Bolshevik by Boris Kustodiev (6th grade Social Studies). Direct students to engage in the Artful Thinking “Step Inside” protocol. In this protocol, students ask themselves: 
          • Allow students time to discuss in small groups.
          • Provide context for the painting shown: Chairman Mao and the communist revolution in China or the Russian Revolution of 1917. 
          • Engage students in a conversation about what they know about economic systems in communist and socialist countries.

           

          Work Session

          ***Teacher note: If students have not learned about market, command, and mixed economies, pause the arts integrated lesson to teach these economic systems.

          • Provide students with a graphic organizer on the three main economic systems. 
            • One column has the economic system, one has a place for students to write characteristics, and one has a place for students to draw symbols, lines, shapes, and colors that represent characteristics of that economic system.
          • Show students images of lines, shapes, and colors. 
            • Examples: A straight line might symbolize complete control while a very wavy/curly line might symbolize total freedom; a slightly wavy line would represent a mixture of both a straight and very wavy/curvy line. A solid primary color (red, blue, yellow) or white or black might symbolize something that is absolute while gray or a secondary color, which is a mix of primary colors (orange, purple, green), might symbolize a mix of two economic systems.
            • In collaborative groups, direct students to identify what they think these lines, shapes, and colors represent. 
            • Help students connect these elements of art to characteristics of the three main economic systems. 
          • Show students an example of an abstract artwork such as Cossacks by Wassily Kandinsky versus a representational artwork like Chairman Mao en Route to Anyuan or The Bolshevik. 
            • Discuss with students how abstract artists use the Elements of Art (line, shape, form, value, space, color, and texture) to communicate meaning while representational artists use recognizable images to communicate meaning. Ask students what they see in Chairman Mao en Route to Anyuan or The Bolshevik that might symbolize meaning.
          • Explain to students that they will use symbols, lines, shapes, and colors to create an artwork that represents each economic system. 
            • Students will use these elements of art to represent something representational or abstract. Whichever they choose, they should be able to explain how their use of symbols, lines, shapes, and colors communicate the characteristics of each economic system.
          • Demonstrate to students how to create a trifold with their paper. Each section will represent a different economic system. 
          • Allow students time to complete their artwork.
          • Students should then write an artist statement in paragraph format that answers the following questions:
            • What are the three economic systems and what are their characteristics?
            • How did you show the characteristics of each economic system using symbols, lines, shapes, and colors (students should  be specific citing each characteristic and how it was represented.

          Closing Reflection

          • After students have created their artwork, students should present in collaborative groups how they represented each economic system using line, shape, and color.

          Assessments

          Formative

          Teachers will assess student learning using the following criteria:

          • Are students able to explain the characteristics of command, market, and mixed economic systems?
          • Are students able to identify symbols, lines, shapes, and colors that represent the characteristics of the economic systems?

           

          Summative

          CHECKLIST

          • Does the student’s final artwork demonstrate an understanding of the three economic systems through the use of symbols, lines, shapes, and colors?
          • Does the artist statement demonstrate a logical connection between the characteristics of each system and the symbols, lines, shapes, and colors that the student used?

          Differentiation

          Acceleration: Students can choose an economic system of one of the countries they are studying. Students will use what they learned in the economic systems artwork to create one large piece of art specifically about their selected country’s economic system. Students can work with partners or independently.

          Remediation: 

          • Provide guided notes in the graphic organizer under the “characteristics” section.
          • Allow students to work in groups of three–each student will create an artwork for one economic system. Students will put their artwork together once they’ve finished.
          • Allow students to explain how they showed the characteristics of their system(s) in their artwork orally.

           

           ADDITIONAL RESOURCES

           

          *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:  2023 @ ArtsNOW
          Back to Modules

          Solar System Art 4-5

          SOLAR SYSTEM ART

          SOLAR SYSTEM ART

          Learning Description

          Students will get to know the pop artist, Peter Max, by exploring his solar system art posters. Students will create pop art coloring book pages/posters of the information they learn about the solar system. Students will write their information on the pages, creating individual pages or collaborating to create a class coloring book.

           

          Learning Targets

          GRADE BAND: 4-5
          CONTENT FOCUS: ART & SCIENCE
          LESSON DOWNLOADS:

          Download PDF of this Lesson

          "I Can" Statements

          “I Can…”

          • I can make a coloring book or poster inspired by a master pop artist. 
          • I can Identify line, shape, and space in Peter Max’s artwork.
          • I can explain the solar system and science facts through art.

          Essential Questions

          • How can we explore our Solar System through creative art projects, specifically a creative coloring book page?
          • What elements of art (line, shape, color, etc.) do you see in Max’s work?

           

          Georgia Standards

          Curriculum Standards

          Grade 4:

          S4E1. Obtain, evaluate, and communicate information to compare and contrast the physical attributes of stars and planets. a. Ask questions to compare and contrast technological advances that have changed the amount and type of information on distant objects in the sky. b. Construct an argument on why some stars (including the Earth’s sun) appear to be larger or brighter than others. c. Construct an explanation of the differences between stars and planets. d. Evaluate strengths and limitations of models of our solar system in describing relative size, order, appearance and composition of planets and the sun. 

          S4E2. Obtain, evaluate, and communicate information to model the effects of the position and motion of the Earth and the moon in relation to the sun as observed from the Earth. b. Develop a model based on observations to describe the repeating pattern of the phases of the moon (new, crescent, quarter, gibbous, and full). 

          Grade 5:

          S5E1. Obtain, evaluate, and communicate information to identify surface features on the Earth caused by constructive and/or destructive processes. a. Construct an argument supported by scientific evidence to identify surface features (examples could include deltas, sand dunes, mountains, volcanoes) as being caused by constructive and/or destructive processes (examples could include deposition, weathering, erosion, and impact of organisms). b. Develop simple interactive models to collect data that illustrate how changes in surface features are/were caused by constructive and/or destructive processes.

          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. a. Utilize multiple approaches to plan works of art incorporating imaginative ideas, universal themes, and symbolic images. b. Apply available resources, tools, and technologies to investigate personal ideas through the process of making works of art. c. Produce multiple prototypes in the planning stages for a work of art (e.g. sketches, 3D models). 

          VA4.CR.2 Create works of art based on selected themes. b. Create works of art emphasizing multiple elements of art and/or principles of design.

          VA4.CN.1 Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art. a. Recognize the unique contributions of contemporary and/or historical art forms, including Georgia artists. c. Discuss how social, political, and/or cultural events inspire 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. a. Utilize multiple approaches to plan works of art, incorporating imaginative ideas, universal themes, and symbolic images.  c. Produce multiple prototypes in the planning stages for a work of art (e.g. sketches, 3D models). 

          VA5.CR.2 Create works of art based on selected themes. a. Create original works of art that communicate values, opinions, and feelings. b. Create works of art emphasizing multiple elements of art and/or principles of design.

           

          South Carolina Standards

          Curriculum Standards

          Grade 4:

          4.E.3A.1 Develop and use models of Earth’s solar system to exemplify the location and order of the planets as they orbit the Sun and the main composition (rock or gas) of the planets. 

          4.E.3A.2 Obtain and communicate information to describe how constellations (including Ursa Major, Ursa Minor, and Orion) appear to move from Earth’s perspective throughout the seasons.

          Arts Standards

          VA.CR.AL.1 I can create, refine, and communicate ideas based on the elements and principles of design and other compositional strategies and structures

          VA.CR.IH.2.1 I can use a variety of materials, techniques, or processes in response to an artistic problem.

           

          Key Vocabulary

          Content Vocabulary

          Solar system - A collection of planets and their moons in orbit around a sun.

          Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, (Pluto)

          Sun - The star around which the earth orbits.

          Moon - The natural satellite of a planet.

          Star - A fixed luminous point in the night sky.

          Astronomy - The study of  the study of objects and matter outside the earth's atmosphere and of their physical and chemical properties.

          Arts Vocabulary

          Horizon line - A physical/visual boundary where sky separates from land or water. It is the actual height of the viewer's eyes when looking at an object, interior scene, or an exterior scene.

          Art media -Tools used to create art like: makers, crayons, colored pencils, oil pastels, etc.

          Contemporary art - Art—namely, painting, sculpture, photography, installation, performance, and video art—produced from the last 1960’s to present day.  

          Pop art - Art that refers to popular culture.

          Coloring books - books with lines and shapes done in black and white to be colored. 

          Comics - Magazines with illustrations

          Elements of Art:

          Color - A way that we describe an object based on the way that it reflects or emits light.

          Line - A straight, one-dimensional figure that extends endlessly in both directions.

          Shape - the form of an object or its outline, outer boundary, or outer edge.

           

          Materials

          • 9” x 12” (or larger) white paper, 
          • Sharpie or black crayon
          • A variety of objects to trace to create circles such as candles, plates, coins, cups, etc.
          • Markers or crayons

           

          Instructional Design

          Opening/Activating Strategy

          • Begin the lesson by sharing information about POP art which is an art movement that emerged in the United Kingdom and the United States during the mid- to late-1950s. The movement presented a challenge to traditions of fine art by including imagery from popular and mass culture, such as advertising, comic books and mass-produced cultural objects.
          • Students will look at coloring book pages and the contemporary art works of Peter Max, Perry Milou, Kenny Scharf, Andy Warhol and Roy Lichtenstein. 
          • Ask students what they notice about the illustrations.
          • Introduce the visual art vocabulary as it comes up in the group discussion. 

           

          Work Session

          • Students will create their own POP art inspired coloring book posters that will show what they know about the solar system! They can even make it an Earth Day poster.

          Ideas to share: 

          • Our solar system formed 4.6 billion years ago. 
          • A solar system includes a star (in our case the Sun) and all objects that orbit around it. 
          • The sun contains 99.86% of all of the solar system’s known mass. 
          • There are 8 planets in our solar system. 
          • Neptune was the last planet to be discovered. 
          • Saturn’s ring particles are made almost entirely of water ice particles. 
          • Jupiter is the biggest and heaviest planet in our solar system. 
          • Earth is the only known planet that has oceans (as far as we know for now).

          Teachers will share pertinent information from their grade level standards.

           

          • Students will showcase the solar system, including the Sun and include any of the planets they chose to research such as Mercury, Venus, Earth, Mars, Juniper, Saturn, Uranus, or Neptune. They may also include a variety of stars, asteroids, or a galaxy or planet of their own creation while being inspired by the works of Peter Max and other pop artists. 
          1. Using a straight edge draw a horizontal line across your paper. (Horizon Line) Next, using a large circle template, draw the sun as a semicircle that touches the horizon line.
          2. Using a variety of sizes of circles, trace the planets, orbiting in the space above the sun and horizon line. You may choose to include all 8 or make them larger scale and just show a few. Be sure to consider the size of each in relationship to one another.
          3. Next, sketch in creative details of your own such as sun rays, asteroids, spaceships, astronauts, or other stars. You may choose to draw an environment below the horizon line such as seen in this example by Peter Max. Is the point of view from the moon? On the space station? Or a newly “discovered” planet. Are there people on that planet? Mountains? Water?
          4. Add any public messages or words to your poster in large letters.
          5. After you are finished with your drawing, outline in black crayon or sharpie.

           

          Closing Reflection

          There are several creative ways to complete this project:

          • Have students put their works together and create class coloring books to share
          • Have students share their works to collaboratively color in while sharing what they know 
          • Hang the posters in the hallway for others to color and learn by doing. 

          Since art is the most authentic assessment tool, students will be reflecting on their science learning while creating their artistic coloring book pages/posters.

           

          Assessments

          Formative

          • Engage students in one-on-one or group in-process critiques to gauge student progress and understanding. Teachers will be able to see immediately what solar system information students have retained via their art.

           

          Summative

          Student reflections will gauge student mastery of the standards. Specifically, students will be able to talk about artworks of master pop artists, explain what pop art is, and use this art to showcase their specific learning in the sciences. Students will understand and apply media, techniques, and processes of 2d art using art materials in a safe and appropriate manner to develop skills. The teacher will use art as an authentic assessment tool, seeing how well students filled the space in their art and how effective they were in creating solar system coloring book pages and/or posters. As others color these in, the student’s new knowledge will be shared.

           

          Differentiation

          Acceleration: 

          Students can play with line quality and use a variety of drawing pens to add thin and thick lines around each of their drawings. Students can stipple dots in to create a gradation of shade. 

          Students can create their own coloring books as opposed to only creating a page of a collaborative book. Students can create their own imaginative version of their science facts via these outlined drawings bringing in literacy and storytelling standards.

          Remediation: 

          Students can trace pages of actual scientific / astrology books to help them create their own coloring book page. Remind students that a closed line makes a shape so they can focus on creating the circles to make their planets, stars and suns.

           ADDITIONAL RESOURCES

          Look at the works of Andy Warhol, Annie Leibovitz and Norman Rockwell via the Art of Nasa program: 

          https://www.themarginalian.org/2013/08/29/nasa-art-program/ 

          “Peter Max.” Artsy, www.artsy.net/search?term=peter+max. Accessed 28 June 2023. 

          “Make Every Day Earth Day!” Peter Max Store, petermax.com/collections/all/products/make-every-day-earth-day. Accessed 28 June 2023. 

          Crawford, Matt. “Sneak Peak: The Official Outside Lands 2013 Poster.” SF Station | San Francisco’s City Guide, 17 Dec. 2016, www.sfstation.com/2013/08/08/sneak-peak-the-official-outside-lands-2013-poster/. 

          *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:  Debi West

          Revised and copyright:  August 2022 @ ArtsNOW

          Back to Modules