Living Summary 2-3

LIVING SUMMARY

LIVING SUMMARY

Learning Description

In this lesson, students will learn the technique of tableau (frozen picture). They will then form a tableau to tell a summary of a story passage from a book or story they are reading in class.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • Students can summarize a text through theatre techniques and in written form.

Essential Questions

  • How can theatre techniques be used as a tool of communication?

 

Georgia Standards

Curriculum Standards

Grade 2:

ELAGSE2RL2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

 

Grade 3:

ELAGSE3RL2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

 

Arts Standards

Grade 2:

TA2.CR.1 Organize, design, and refine theatrical work.

TA2.CR.2 Develop scripts through theatrical techniques.

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

 

Grade 3

TA3.CR.1 Organize, design, and refine theatrical work.

TA3.CR.2 Develop scripts through theatrical techniques.

TA3.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

 

South Carolina Standards

Curriculum Standards

Grade 2:

READING – Literary Text

Meaning and Context

Standard 6: Summarize key details and ideas to support analysis of thematic development

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

 

Grade 3:

READING – Literary Text

Meaning and Context

Standard 6: Summarize key details and ideas to support analysis of thematic development.

6.1 Determine the theme by recalling key details that support the theme.

 

Arts Standards

Anchor Standard 1: I can create scenes and write scripts using story elements and structure.

 

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

Anchor Standard 8: I can relate theatre to other content areas, arts disciplines, and careers.

 

 

Key Vocabulary

Content Vocabulary

  • Summary - A short version of a text that highlights key points and main ideas

Arts Vocabulary

  • Theater - Dramatic literature or its performance; drama
  • Body – An actor’s tool, which we shape and change to portray the way a character looks, walks, or moves
  • Ensemble - All the parts of a thing taken together, so that each part is considered
  • Tableau -  A “living picture” in which actors pose and freeze in the manner of a picture or photograph

 

Materials

  • Story excerpts from Because of Winn Dixie, by Kate DiCamillo (or other text)
  • Various scenarios for sample tableaux written on 3x5 cards

 

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: If each of the activities are taking too long, have the students make one or two examples from “Family Portraits” at the same time as a whole class.

 

  • Start with a general physical warm-up to get the students' bodies ready. Use exercises such as:
    • Stretching: Stretch all major muscle groups.
    • Shaking Out Limbs: Shake out arms, legs, and the whole body to release tension.
    • Energy Passes: Stand in a circle and pass a clap or a simple motion around to build group focus and energy.
  • Play “Family Portraits”.
    • Break the students into groups. Each group must go on to the rug and make a family portrait. 
    • The leader calls out a type of family and students must pose as that family. They have three seconds to get into pose and freeze when the teacher indicates (use a drum, a clap pattern, etc.).
      • Types of families could include: Crazy family, sick family, magical family, loving family, fighting family, goofy family, circus family, dancing family, rock’n’roll family, gymnastics family, swimming family, movie star family, athletic family, lion family, teacher family.

 

 

  • Explain to students that what they just did, is called tableau in theatre. A tableau is a “living picture” in which a group of people takes on various poses and maintains the poses silently in order to illustrate an abstract idea or communicate a concrete image.
  • With note cards that have different scenarios written on them, have the students pull different situations randomly from a bucket, such as:
    • A train robbery  
    • Seeing a big bear  
    • Shopping at the grocery store 
  • Students will practice making tableaux in their same groups from the activator demonstrating these scenarios.
  • Tell students that they will be making a tableaux to demonstrate summaries of various passages from a text they are reading. Ask students to listen for the key points of the passage and think about how they can be shown in a single picture.
    • Read an excerpt from the chosen text. Ask students to listen for the key points of the story, answering the questions who, what, when, where, and how.
      • Students should discuss who, what, when, where, and how with their group members. Optional: Have students complete a who, what, when, where, and how graphic organizer.
      • Facilitate a class discussion to answer who, what, when, where, and how. Write answers on a smart board so that students can see class responses. 
    • Ask students to plan a tableau that shows this passage. After planning time, announce, “On a count of three, show me, 1-2-3 freeze!”.
    • Move around the room and discuss the success of each of the tableaux and how they show a summary of the passage.  
    • Read another excerpt and repeat the process.
  • Assign different groups different passages that they enacted using tableau.
    • Together, students should write a summary of the passage.
    • Students should then create a final version of a tableau to summarize their passage.

 

 

Closing Reflection

  • Students will read their summaries and present their tableaux for the class in sequential order. Discuss appropriate audience participation and etiquette prior to groups presenting.
  • After each presentation, students should discuss how the group showed the summary using their bodies.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator; demonstration of tableaux; discussion of who, what, when, where, and how after each passage is read; and participation in summary tableaux.

 

Summative

CHECKLIST

  • Students can demonstrate the summary of a text using tableau.
  • Students can write a summary of a text including a main idea and essential supporting information.

 

DIFFERENTIATION 

Acceleration: Students can rewrite the passage as a scene using dialogue. Students in the group can practice their scene and perform it for the class.

Remediation: 

  • After reading the passage, answer the questions of “who, what, when, where, how and why?” together as a class. Then, spend time brainstorming ideas as a class for how a passage could be summarized using tableau. 
  • Rather than summarizing a passage into one tableaux, break the passage into several key events; students can make several tableaux demonstrating each event to summarize the passage.

 

 ADDITIONAL RESOURCES

NA

 

*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: Mary Gagliardi. Updated by Katy Betts.

Revised and copyright: July 2024 @ ArtsNOW

 

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Take a Trip 2-3

TAKE A TRIP

TAKE A TRIP

Learning Description

Students will merge the elements of opinion writing, text features, and design elements by creating their own travel guide! They will explain why someone should visit their chosen location, supporting their reasons with illustrations that bring the destination to life. To test the persuasiveness of their guides, students will present them to their peers, attempting to convince them to visit the location.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: VISUAL ARTS, ELA & SOCIAL STUDIES
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create a travel guide that uses design and text features to convince someone to travel to my chosen location.
  • I can provide reasons that are supported with details as to why someone should travel to my chosen location.

Essential Questions

  • How can design features and text features be used to convince someone to travel to a location?

 

Georgia Standards

Curriculum Standards

Grade 2: 

ELA

ELAGSE2RI5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

 

ELAGSE2W1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

 

Social Studies

SS2G1 Locate and compare major topographical features of Georgia and describe how these features define Georgia’s surface. a. Locate and compare the geographic regions of Georgia: Blue Ridge, Piedmont, Coastal Plain, Ridge and Valley, and Appalachian Plateau. b. Locate on a physical map the major rivers: Savannah, Flint, and Chattahoochee.

 

Grade 3: 

ELA

ELAGSE3W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section.

 

ELAGSE3RI5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic quickly and efficiently

 

Social Studies

SS3G1 Locate major topographical features on a physical map of the United States. a. Locate major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson, and St. Lawrence. b. Locate major mountain ranges of the United States of America: Appalachian, Rocky.

 

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

 

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, and processes of two-dimensional art.

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

 

 

South Carolina Standards

Curriculum Standards

Grade 2: 

ELA

ELA.2.AOR.5.2 Explain how text features contribute to meaning in an informational text; identify the text structure of sequence.

 

ELA.2.C.1.1 Write opinion pieces about a topic. When writing: a. introduce an opinion and include reasons with details to support the opinion; b. use grade-appropriate transitions; and c. provide a concluding statement.

 

Social Studies

Standard 2: Utilize the college and career skills of a geographer to apply map skills and draw conclusions about the United States.

2.G.1 Identify the geographic location of the U.S. in relation to the rest of the world.

2.G.2 Describe and compare various landforms over time within the U.S. through the use of primary and secondary sources.

 

Grade 3: 

ELA.3.AOR.5.2 Explain how basic text features contribute to meaning in an informational text; identify the text structures of description/list and/or cause and effect.

 

ELA.3.C.1.1 Write opinion pieces about a topic. When writing: a. introduce a topic; include an opinion statement; b. include reasons supported by details from a provided source; c. use grade-appropriate transitions to link ideas; d. organize information; and e. provide a concluding statement.

 

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

 

 

Key Vocabulary

Content Vocabulary

  • Opinion writing - A form of writing in which the author expresses their personal beliefs, thoughts, or feelings about a particular topic or issue
  • Argumentative writing - A type of writing that presents a clear stance on a specific issue or topic and supports that stance with logical reasoning, evidence, and analysis
  • Persuade - To move by argument, entreaty, or expostulation to a belief, position, or course of action
  • Audience - A reading, viewing, or listening public
  • Text features - The components of a text that help organize and highlight important information, making it easier for readers to navigate and understand the content

Arts Vocabulary

  • Space - How the elements are organized in an artwork
  • Emphasis - Where the artist wants to draw the viewer’s eye
  • Color scheme - A limited grouping of colors used in an artwork
  • Unity - The sense of cohesion or harmony that is created when all elements of a piece of artwork work together to create a unified whole

 

Materials

  • A variety of travel guides (see “Additional Resources”)
  • Construction paper
  • Markers and or/colored pencils
  • Scratch paper
  • Pencils

 

Instructional Design

Opening/Activating Strategy

  • Pass out travel guides for students to look at. Provide each group of students several different guides to view.
  • Next, ask students to look at the images and any text.
    • Ask students to pick the place they would most like to go.
    • Allow students time to share where they would go and explain why.

 

Work Session

  • Ask students to work collaboratively to identify the text features in the guides.
    • Facilitate a discussion around which text features they identified and create a class list.
    • Discuss how the text features contribute to persuading someone to visit the location.
  • Look at the design features of the travel guides.
    • Ask students to describe how the designer of the guide used the space on the paper. Students should notice that visuals take up a large portion of the space. They may also notice bold or large headings.
    • Ask students how the designer used color. Students may notice vibrant colors in the pictures that communicate the beauty of the place. Students may also notice that some designers use color in the headings and in text boxes to draw the viewer’s attention. This is called emphasis in art.
    • Ask students to make observations about the style of guide. Students will notice that the colors used throughout the guide are consistent. This is called a color scheme in art and it creates unity.
      • Ask students how different colors make them feel–relaxed, excited, etc.
      • Have students look through the guides and see if they can see how the colors reflect the atmosphere of the place.
  • Ask students what they think the purpose of the guides is. Students should determine that their purpose is to persuade someone to visit the location.
  • Now, ask students who they think the travel guides are written for (audience). Ask students how they know.
  • Talk about some of the reasons or arguments presented in the text and pictures of the guides which may persuade someone to visit.
    • Some examples may include: Relaxing beaches or exciting activities for the whole family.
  • Next, discuss the order in which the reasons to visit are presented, noting that the strongest reason is usually listed first.
  • Tell students that they will be creating their own travel guides (this can be done individually, with a partner, or in a small group).
  • The teacher will then instruct the students to select a location to use as the topic of their travel guide.
    • Have students select and research a location that connects to a geography standard in Social Studies. (For example, SS3G1 Locate major topographical features on a physical map of the United States. a. Locate major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson, and St. Lawrence. b. Locate major mountain ranges of the United States of America: Appalachian, Rocky.)
    • Alternatively, students could select a favorite place that they’ve visited or could focus on their state or town geography.
  • Pass out scratch paper to students. Students should identify:
    • The purpose of the guide (to convince someone to visit the location)
    • Their audience (this may be different depending on the location that they choose)
    • Three reasons why someone should visit. Students should rank the reasons from most convincing to least convincing.
  • Have students share their answers with a partner and allow time for students to ask each other questions about their answers.

 

Creating Travel Guides

  • Pass out paper to students.
  • Demonstrate to students how to trifold paper to make a travel guide.
  • Have students label each section of their guide.
    • The front flap will be the cover.
    • The first page will be the first and strongest reason to travel, and will include a heading, an illustration of the reason and a brief paragraph explaining why the audience should visit for this reason.
    • The students will continue this process by illustrating and writing in pages two and three.
    • They should use the back to write their name. They can create a fake travel company name and contact information if they would like!
  • Remind students of the text features that they identified in the travel guide.
    • Create a list of features that should be included on the cover (title and large illustration) and on each page (heading, text, and illustration).
    • Next, have students designate space for their title, headings, text and illustrations.
  • Remind students that in the text portion of the travel guide, their writing should:
    • State three reasons why someone should visit the location.
    • Support each reason with relevant details.
    • Use linking words and phrases (e.g., because, therefore, since, for example) and transitions to connect opinion and reasons.
    • Students should write in complete sentences/paragraph form.
  • Remind students to use the following techniques in their design:
    • Create large illustrations with vibrant colors.
    • Use color to create emphasis in text boxes and/or in headings to draw the viewer’s attention.
    • Choose a limited number of colors that reflect the atmosphere of the location for the headings and text boxes to create unity.
  • Allow time for students to create their travel guides. Circulate the room to work with students.

 

Closing Reflection

  • Place students in small groups. Tell students that they will get to pick one place from their group member’s locations to travel.
  • Have students share their travel guides with their group members.
  • After each group member has shared, students will do a quick write on which place they would choose to visit and why.
  • Allow time for a few students to share their responses with the whole class.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator; discussion of design and text features; discussion of the purpose of travel guides; and research, planning, and creation process.

 

Summative

CHECKLIST

  • Students can create a travel guide for a location that uses design and text features to convince someone to travel to the location.
  • Students can provide reasons that are supported with details as to why someone should travel to the location.

 

DIFFERENTIATION 

Acceleration: 

  • Students will turn their travel guide into a commercial. In addition to a script, encourage students to videotape and share the commercials with the class.
  • Students can turn their guides into digital guides using an application on their student devices, such as Microsoft Publisher.

Remediation: 

  • As a group, make a visual list of why someone should want to go to the specific destination. Use verbal prompting questions to elicit responses from students about the guide.
  • Provide the students with pre-folded tri fold paper to create their own guide.
  • Encourage the students to write 1-2 sentences per section of their guide.

ESOL Modifications and Adaptations: 

  • Introduce vocabulary: persuade, argument, logical, effective, appeal, and audience. Have the ESOL teacher model using each word in a sentence to help students understand the meaning.
  • ESOL Assessments: Each section/page has an  illustration and, depending on students’ language level, a paragraph, sentence, or words explaining their reason and why the audience should visit.

 

 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: Deborah Kupperbusch. Modifications, Extensions, and Adaptations Contributed by: Candy Bennett, Patty Bickell, Vilma Thomas, and Lori Young Reviewed by Debbie Frost. Updated by: Katy Betts.

Revised and copyright: August 2024 @ ArtsNOW

 

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NARRATIVE NECKLACES 2-3

NARRATIVE NECKLACES

NARRATIVE NECKLACES

Learning Description

This lesson will give students an opportunity to tell a personal narrative through collage art. The narrative collage will incorporate images, colors, symbols and text to help describe each element of the story. Students will then use their narrative collage art to write their personal narratives. Students will be using several modern masters as inspiration, such as Michel Basquiat, Karen Michels and Robert Rauschenberg.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can tell a personal narrative using symbolism through the artform of collage.
  • I can tell a personal narrative through writing that includes the elements of a story and meets grade level criteria.

Essential Questions

  • How can a visual art lesson based on art history become a teaching tool for language arts?
  • How can we tell a story through art?

 

Georgia Standards

Curriculum Standards

Grade 2: 

ELAGSE2W3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

 

Grade 3: 

ELAGSE3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

  1. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.

 

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

 

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, and processes of two-dimensional art.

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

 

 

South Carolina Standards

Curriculum Standards

Grade 2: 

ELA.2.C.3.1 Write narratives to develop real or imagined experiences. When writing:

  1. establish and describe character(s) and setting; b. sequence events and use temporal words to signal event order (e.g., before, after); and c. provide a sense of ending.

 

Grade 3:

ELA.3.C.3.1 Write narratives to develop real or imagined experiences. When writing:

  1. establish a setting and introduce a narrator or characters; b. use temporal words and phrases to sequence a plot structure; c. use descriptions of actions, thoughts, and feelings to develop characters; and d. provide an ending.

 

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

 

Key Vocabulary

Content Vocabulary

  • Narrative - A story or account of events, experiences, or the like, whether true or fictitious
  • Character - A person, animal, or being that plays a role in the narrative of a story
  • Setting - Where a story takes place
  • Plot - A sequence of events that make up the main story in a narrative

Arts Vocabulary

  • Art history - The academic discipline that studies the development of painting and sculptural arts; humanistic discipline, humanities, liberal arts; studies intended to provide general knowledge and intellectual skills
  • Elements of Art - The elements of art are a commonly used group of aspects of a work of art used in teaching and analysis, in combination with the principles of art.
  • Color - An art element with 3 properties: hue, value and intensity; a response to reflected light
  • Texture - Texture is the quality of a surface or the way any work of art is represented
  • Negative space - The space around and between the subject matter
  • Necklace - An ornament worn around the neck.
  • Collage - An artistic composition of materials and objects pasted over a surface, often with unifying lines and color

 

Materials

  • Small cardboard tiles with a hole cut out for stringing (several per student)
  • Magazines
  • Scissors
  • Glue
  • Oil pastels
  • Modge podge sealant
  • Paint brushes or sponges to apply modge podge
  • Raffia/string/yarn
  • Miscellaneous collaging materials like various types of paper and stickers

 

Instructional Design

Opening/Activating Strategy

  • Project an example of a collage artwork, such as a collage by Karen Michel. Ask students to work collaboratively to engage in the See, Think, Wonder Artful Thinking Routine.
    • First, students will identify what they see in the image. Emphasize that they should make objective observations about the image (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 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 this is an example of collage art. Ask students if any of them has made or knows about collage. Explain that a collage is an artistic work made by combining and pasting materials and images over a surface.

 

Work Session

    • Show students examples of collage art by Basquiat, Michel and Rauschenberg (see links in “Additional Resources”).
      • Ask students to compare and contrast the collages. Students should notice how different the artists’ styles are even though they are using the same artform of collage.
    • Tell students that they will be making a collage that tells a story.
    • Have students brainstorm a personal narrative experience. Students will need to establish the setting, characters, and main plot points.
    • Facilitate a discussion around examples of symbolism.
      • Draw or project symbols on the board such as a peace sign, a heart, a smiley face, a stop sign, etc. Ask students to tell you what each means. Then, explain that a symbol is an image that communicates meaning.
      • Explain to students that they will be using cardboard tiles and magazine images to represent these elements visually. Each tile will represent something different–one tile for the setting, one tile per character, one tile per plot point, etc.
      • Have students brainstorm with a partner how they could represent each of their story elements using visuals.
    • Pass out cardboard tiles that will function as pendants on their necklaces. Have students write their names on their tiles.
    • Students will be given magazines and will cut out images and symbols that represent something from their narrative. As these images are cut out, comment on how the student has had an aesthetic reaction to the color, shape, or image and have the student reflect about this.
    • Students will glue these images onto their tiles.
    • Tell students that negative space in art is the area around the subject matter, or the “empty space”. Students will look at the negative space in their work and fill it with color, textured papers, or text.
    • Students will complete their collaged pieces by adding a touch of oil pastel to the edges, giving the pieces a border, and seal with a modge podge (or watered down glue mixture).
    • Students will then string their completed pieces onto yarn or raffia, creating a wearable piece of artwork. Remind students to think about sequencing as they choose the order in which they string their collage tiles.
  • Optional: Allow students to add additional decorative elements, such as pony beads, wooden beads, or buttons to give their necklaces more character.
  • Once students have completed their necklaces, each student will write their narrative in paragraph form. Narrative writing should meet the grade level standards criteria.

 

Closing Reflection

Allow students to share their personal narratives with each other, using their necklaces as part of their presentation.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of collage as an artform, discussion of symbolism and story elements, artmaking process, and conferencing with students during the writing process.

 

Summative

CHECKLIST

  • Students can tell a personal narrative using symbolism through the artform of collage.
  • Students can tell a personal narrative through writing that includes the elements of a story and meets grade level criteria.

DIFFERENTIATION 

Acceleration: 

  • Technology: Create a collage using web 2.0 tools compatible with Bring Your Own Device (BYOD) and online availability. Students will take pictures using digital cameras, or find images and symbols online that they find interesting. Guidance on online research may be needed. When the student has saved all of their images to a folder, they can be uploaded to a site to create the collage. Three suggested sites to use are: Fotor (Android, iOS, Mac and Windows platforms) http://www.fotor.com/features/collage.html; Photocollage (Android, iOS, Mac and Windows platforms) http://www.photocollage.net/; and PiZap (Android, iOS, and web platforms) http://www.pizap.com/.
  • Have students create a collage necklace to retell a story that has been studied in class or to go in depth exploring a particular character through creating a collage necklace about that character.

Remediation: 

  • Reduce the number of elements required in the personal narrative necklace. One way to do this is to focus solely on creating only three tiles–one to tell the beginning of the story, one for the middle, and one for the end.
  • Provide a graphic organizer or sentence starters to help students structure their writing.

 

 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: Debi West, Drew Brown, and Katy Betts. Technology by: Ramsey Ray.

Revised and copyright:  July 2024 @ ArtsNOW

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Gotta HAND It To Our Artists 2-3

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: 2-3
CONTENT FOCUS: VISUAL ARTS & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"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 communicate meaning in art?

 

Georgia Standards

Curriculum Standards

Grade 2:

ELAGSE2W2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

 

Grade 3:

ELAGSE3W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section.

 

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

 

VA2.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

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, and processes of two-dimensional art.

 

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

 

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

 

South Carolina Standards

Curriculum Standards

Grade 2: 

ELA.2.C.2.1 Write informative/explanatory pieces to establish a topic and provide information about the topic. When writing: a. introduce a topic; b. use facts and details to develop the topic; and c. provide a concluding statement.

 

Grade 3: 

ELA.3.C.2.1 Write informative/explanatory pieces to examine a topic and provide information. When writing: a. introduce a topic; b. develop the topic with facts, definitions, and/or details related to the topic; c. group information and use grade-appropriate transitions 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; and f. 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.
  • 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. Assist students with this task as needed.
  • 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 complete sentences/paragraph form.
  • In their writing, students should include the following:
    • Who the Nbedele people are and what connection their art has to the art that the students are making.
    • The three personal characteristics they identified.
    • Which patterns and colors correlate to which characteristic.
    • How each color and pattern shows each personal characteristic.

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 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.

 

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: 

  • Allow students to orally explain their artwork rather than writing about it.
  • Provide sentence starters for students.
  • 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
  • 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

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Let’s FACE It… We Love to Learn 2-3

LET’S FACE IT… WE LOVE TO LEARN

LET’S FACE IT… WE LOVE TO LEARN

Learning Description

Students will visualize a memory by creating a self-portrait with a specific background that represents the memory. Students will look at how the folk artist, Howard Finster, incorporates writing into his portraits. Students will then add personal narratives to their self-portraits, integrating visual art with narrative writing, thinking deeply about who they are.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use the Elements of Art to create a self-portrait.
  • I can write a narrative based on my self-portrait that has a beginning, middle, and end.
  • I can visualize a memory through art.

Essential Questions

  • How can visual art be used to inspire narrative writing?
  • How can visual art be used to visualize memories?
  • What is a self-portrait?

 

Georgia Standards

Curriculum Standards

Grade 2:

ELAGSE2W3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

 

Grade 3: 

ELAGSE3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.

Arts Standards

Grade 2:

VA2CU.2: Views and discusses selected artworks.

 

VA2PR.2: Understands and applies media, techniques, and processes of two-dimensional works of art (e.g., drawing, painting, printmaking, mixed media) using tools and materials in a safe and appropriate manner to develop skills.

 

Grade 3:

VA3CU.2: Views and discusses selected artworks.

 

VA3PR.2: Understands and applies media, techniques, and processes of two-dimensional works of art (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.

 

South Carolina Standards

Curriculum Standards

Grade 2:

ELA.2.C.3.1 Write narratives to develop real or imagined experiences. When writing: a. establish and describe character(s) and setting; b. sequence events and use temporal words to signal event order (e.g., before, after); and c. provide a sense of ending.

 

Grade 3

ELA.3.C.3.1 Write narratives to develop real or imagined experiences. When writing: a. establish a setting and introduce a narrator or characters; b. use temporal words and phrases to sequence a plot structure; c. use descriptions of actions, thoughts, and feelings to develop characters; and d. provide an ending.

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

  • Personal narrative - A type of writing that tells a story from the author's own life

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.  
  • Self-Portrait - A portrait of oneself done by oneself
  • Horizon line - The line that separates the earth from the sky 
  • Proportion - The size of one object compared to another
  • Folk Art - Art produced from an indigenous culture; folk-artists are not formally trained artists–instead, they are self-taught

 

Materials

  • Pencils 
  • Variety of skin toned crayons 
  • Markers or crayons in a variety of colors 
  • Mirrors 
  • White paper 
  • Oval templates for tracing
  • Visual samples of Howard Finster’s portraits 

 

 

Instructional Design

Opening/Activating Strategy

  • Students will take turns describing their physical appearance (eye color and shape, skin color, hair color and style, face shape, etc.) to a partner. Encourage students to be specific.
  • Students will then look at themselves in a mirror. Ask students what new details they can add to their descriptions.
  • Allow students to share some of their favorite attributes about themselves.
  • Students should create a list of adjectives to describe their physical appearance.

 

Work Session

CREATING SELF-PORTRAITS

  • Show students samples of portraiture art through time to see that it is consistently proportionate, and specifically for this lesson, they will look at Howard Finster’s portraits.
    • Discuss portraits and self-portraits with students, explaining the difference.
  • Ask students what similarities and differences they notice in the portraits. Help students identify proportions in portraits and the spatial and size relationships between the placement of eyes and nose, nose and mouth, etc.
  • Show students how to use their fingers as rulers to measure their faces (i.e. How long is their nose compared to their index finger? Students will use that form of measurement to recreate their nose on their paper).
    • Show students a visual demonstrating the proper use of line, shape, and proportion to create a portrait.
    • Help students identify which basic shape makes their head (an oval instead of a circle) and which basic shapes can be used to create a nose, a mouth, eyes, etc.
  • Provide students with white paper and an oval template to outline.
    • Students will trace the oval on their white paper. This will represent their head.
  • Tell students to draw in the details of their faces; remind them of the things they identified in the opening activity.
    • Provide students with crayons representing various shades of skin tones.

 

INCORPORATING PERSONAL NARRATIVES

  • Tell students that they will add a background to their self-portraits.
  • Explain that the background is what appears farthest away from the viewer. Show students a portrait with a background, such as the “Mona Lisa”.
  • Ask students to visualize a memory such as their first day of school, a favorite trip they’ve taken, etc. Ask them to think about what things they saw, how they felt, etc.
    • Demonstrate to students how to create a horizon line. Explain that what is below the horizon line is on the ground and what is above the horizon line is in the sky.
    • Students will use markers or crayons to draw in the background of their artwork with a scene from their memory. Encourage students to use the entire space on their paper.
  • Tell students that they will be writing about their memories.
  • Show students images of Howard Finster’s artwork and direct students to notice how he incorporates writing into his art.
  • Ask students to reflect on their memory identifying a sequence of events including a beginning, middle, and end.
  • Provide students with paper and tell them that they will now write about their memory.
    • Students’ narratives should meet grade level criteria.
      • Include detailed descriptions.
      • Present events in a clear, chronological order.
      • Set up the context, setting and introduce the narrator and characters.
      • Use descriptions of actions, thoughts, and feelings to develop experiences and events or to show characters' responses to situations.
      • Use words and phrases to indicate the sequence of events.
      • Provide a sense of closure.

 

Closing Reflection

  • Students will reflect on their artwork using “two glows and a grow”. Students will identify two things in their artwork and writing that they are proud of and one thing that they would like to improve.
  • Provide students an opportunity to share their artwork with the class and explain how their artwork tells the viewer about their narrative

Assessments

Formative

Teachers will assess student learning through observing students’ responses in class discussion and their progress on their self-portraits.

 

 

Summative

CHECKLIST

  • Students can create a self-portrait using the Elements of Art.
  • Students can visualize a memory by creating a background for their self-portrait.
  • Students can write a personal narrative about a memory that meets grade level criteria.

 

DIFFERENTIATION 

Acceleration: Students should create a portrait for a character in a story they are reading. Students should add a background that shows something that happened in the story. Students should then describe the scene in written form.

Remediation: 

  • Students should be provided with a graphic organizer to help them write their narrative.
  • Allow students to orally tell their narrative.

 

 ADDITIONAL RESOURCES

  • Examples of portraiture
  • Story writing graphic organizer
  • Facial proportions visual
  • “Howard Finster.” Artnet.Com, www.artnet.com/artists/howard-finster/3. Accessed 26 June 2023.
  • Teacher Note – Folk Art at the High Museum of Art: The High is dedicated to supporting and collecting works by Southern artists and is distinguished as the first general museum in North America to have a full-time curator devoted to folk and self-taught art. The nucleus of the folk art collection is the T. Marshall Hahn Collection, donated in 1996, and Judith Alexander's gift of 130 works by Atlanta artist Nellie Mae Rowe. Other artists the High has collected in depth in this field include the Reverend Howard Finster, Bill Traylor, Thornton Dial, Ulysses Davis, Sam Doyle, William Hawkins, Mattie Lou O'Kelley, and Louis Monza. The collection of almost 800 objects also boasts superb examples by renowned artists from beyond the South, such as Henry Darger, Martín Ramírez, and Joseph Yoakum. 

*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: Debi West. Updated by: Katy Betts.

Revised and copyright:  August 2024 @ ArtsNOW

 

 

 
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