EXPLORING WAVELENGTHS THROUGH OP ART 6-8

EXPLORING WAVELENGTHS THROUGH OP ART

EXPLORING WAVELENGTHS THROUGH OP ART

Learning Description

In this visual arts integrated lesson, students will understand and demonstrate the concept of wavelengths by creating Op Art using line and color.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can describe the style of Op Art.

  • I can demonstrate wavelengths and amplitudes in the style of Op Art using the element of line.

  • I can use complementary color schemes to create contrast.

Essential Questions

  • What is Op Art?

  • How can I use the element of line to demonstrate wavelengths and amplitudes in the style of Op Art?

  • How does using a complementary color scheme in art create contrast?

 

Georgia Standards

Curriculum Standards

Grade 8

S8P4. Obtain, evaluate, and communicate information to support the claim that electromagnetic (light) waves behave differently than mechanical (sound) waves.

Arts Standards

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-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

 

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

  • Electromagnetic waves - A form of energy that moves through space in the form of varying electric and magnetic fields; it doesn’t rely on any medium and can travel through a vacuum

  • Mechanical waves - A type of wave that moves through a material medium, transferring energy by causing particles in the medium to oscillate or vibrate as the wave travels

 

  • Amplitude - The height or "size" of a wave from its resting position

  • Peak - The highest point or the topmost part of the wave

  • Trough - The lowest point or the bottommost part of the wave

  • Wavelength - The distance between the peaks (or troughs) of a wave

Arts Vocabulary

  • Line - One of the elements of art, the path of a moving point

  • Color - One of the elements of art, light reflected or absorbed

  • Complementary colors - Colors that are across from each other on the color wheel

  • Op Art - An art movement of the 1960’s; this movement used optical illusions to create abstract art

  • Optical illusion - A visual that plays a trick on the eye

  • Abstract art - Art that does not resemble something in the real world
  • Composition - How the artist arranges the elements of art in an artwork

 

Materials

    • White paper
    • Markers
    • Pencils
    • Rulers
  • Acceleration option - colored pencils

 

Instructional Design

Opening/Activating Strategy

  • Project the artwork, Cataract 3 by Bridget Riley (alternate artwork–Arrest 3 by Bridget Riley). 
  • In small groups, students should make observations about the artwork. 
    • Students should identify as many characteristics of the artwork as they can. Examples could include that it has wavy horizontal lines, it is mostly black and white, it appears three-dimensional, etc.
    • Facilitate a discussion about what students observed.
  • Next, have students make associations about the artwork in their small groups–what does it make them think of?
  • Facilitate a group discussion about the associations that students make.
  • Tell students that the artist, Bridget Riley, is one of the most famous artists associated with the art movement of the 1960’s, Op Art. Artwork in this movement is abstract (does not resemble the real world) and creates optical illusions.

 

Work Session

    • Explain to students that they will create an artwork in the style of Op Art that represents different wavelengths.
    • Review electromagnetic and mechanical waves with students. Look at diagrams of waves. Review specific terms related to waves such as peak, amplitude, and wavelength. 
    • Tell students that line is one of the seven elements of art. Ask students if they can see how a line is used to represent wavelength. 
    • If students have learned how to calculate wavelength, review this concept before moving on.
      • Distribute a set of criteria for a wavelength–this could be specific measurements that they use to calculate wavelength if students have learned this, or it could be specific measurements of a wavelength. Students will use the criteria to create their Op Art.
      • First, students should turn their paper landscape style (wide).
      • Second, using their understanding of the amplitude of their wave, each student should use a ruler to mark the both sides of their paper with the amplitude of the wave. 
        • For example, if the amplitude is represented by .5 inches, students should make horizontal lines that are .5 inches apart on their paper.
      • Third, students should determine the wavelength. Students should use a ruler to mark the wavelength at the top and bottom of their paper; then, students should connect the marks to create vertical lines. 
      • Fourth, using these horizontal and vertical lines as a guide, students should draw their waves in pencil. 
      • Finally, show students a color wheel. Explain to students that colors opposite each other on the color wheel are called complementary colors. Using complementary colors creates contrast, which is one of the characteristics of Op Art.
        • Students should select a complementary color scheme to use for their artwork. Students should fill in the space between their waves using alternating colors. 
      • Allow students time to create their artwork.

       

      Closing Reflection

      • Students should describe in written form what their waves show. 
      • Students should then get into small groups to observe others’ artwork. Students should be able to identify characteristics of the waves in their classmates’ artwork.

       

      Assessments

      Formative

      Teachers will assess students’ understanding by observing whether students are able to explain what Op Art is, how line and color are used in Op Art, and whether students are able to explain waves and what a visual of a wavelength shows. 

       

      Summative

      CHECKLIST

      • Students can accurately show the criteria of the wave provided to them in their artwork.
      • Students can use a complementary color scheme in their own Op Art.
      • Students can explain what their individual wavelengths mean. For example, a long wavelength will mean sound will carry farther.
      • Students can identify which characteristics in their artwork demonstrate Op Art.

       

      DIFFERENTIATION 

      Acceleration: 

      • Students can create three small pieces of Op Art using three different wavelength and amplitude criteria and three different color schemes.
      • Students can study how the element of Value (the lightness or darkness of something) creates the illusion of form. Students can then explore how incorporating lighter values on the peaks and troughs with colored pencil furthers the illusion.
      • Students can explore other types of Op Art on Tate Kids.

      Remediation: 

      • Provide pre-measured paper for students so that they are only drawing and coloring the wavelengths. Have students use a ruler to measure the amplitude and discuss what the wavelengths show.
      • Provide a visual diagram of a wavelength with labeled parts.
      • Allow students to orally explain what their artwork shows.
      • Allow students to make an artwork inspired by wavelengths rather than using precise measurements. Students should explain how their artwork shows the characteristics of waves (peak, trough, length, amplitude, etc.).

       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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      CREATING ATMOSPHERIC ART: EXPLORING HIGH AND LOW PRESSURE SYSTEMS

      CREATING ATMOSPHERIC ART:
      EXPLORING HIGH AND LOW PRESSURE SYSTEMS

      CREATING ATMOSPHERIC ART:EXPLORING HIGH AND LOW PRESSURE SYSTEMS

      Learning Description

      In this lesson, students will demonstrate the characteristics of high and low-pressure systems in weather patterns by creating artwork using color, repetition, placement, and movement.

       

      Learning Targets

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

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can use color, repetition, placement, and movement in art to demonstrate the characteristics of high and low-pressure systems in weather patterns.

      • I can explain how air particle density and air pressure impact weather patterns.

      Essential Questions

      • How can I use color, repetition, placement, and movement in art to demonstrate the characteristics of high and low-pressure systems in weather patterns?

      • How does air particle density and air pressure impact weather patterns?

       

      Georgia Standards

      Curriculum Standards

      Grade 6

      S6E4. Obtain, evaluate, and communicate information about how the sun, land, and water affect climate and weather.

      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.

       

      South Carolina Standards

      Curriculum Standards

      Grade 6

      6-ESS2-5. Analyze and interpret data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.

      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

      • Low pressure system - An area where the air pressure is lower than the surrounding areas; usually associated with cloudy weather

      • High pressure system - An area where the air pressure is higher than the surrounding areas; usually associated with sunny weather
      • Air particle density - The number of particles in a specific volume of air; high density means more particles, low density means fewer

      Arts Vocabulary

      • Warm colors - Yellow, orange, red

      • Cool colors - Purple/violet, blue, green
      • Movement - One of the principles of design; it is the way artists create the illusion of motion; it is the way artists use the elements of art to move the viewer’s eye through the artwork
      • Placement - Where artists choose to place the elements of art in an artwork
      • Repetition - One of the principles of design; the repeated use of an element in an artwork

       

      Materials

      • White paper
      • Markers/colored pencils OR tempera paint and paintbrushes

       

      Instructional Design

      Opening/Activating Strategy

        • In small groups, students should make observations about the artwork. Students should identify as many characteristics of the artwork as they can. Examples could include that it has dots, repetition, shades of red, etc.
      • Facilitate a discussion about what students observed.
      • Next, have students make associations about the artwork in their small groups–what does it make them think of?
        • Facilitate a group discussion about the associations that students made.
      • Tell students the name of the artword and the artist. Ask students why they think Kusama named the artwork Sunlight.
        • Display a color wheel. Ask students what the warm colors are and what connection that might have to the title Sunlight.
      • Show students other examples of Kusama’s artwork. Ask students to discuss what is similar and different about the artwork. Students should notice that Kusama uses dots throughout most of her artwork. 
      • Ask students where they see repetition in her artwork.
      • Tell students that another principle of design is movement. Movement can mean real physical movement, but it can also represent how the artist wants the viewer’s eyes to travel through the artwork.

      Show students Sunlight by Yayoi Kusama again. Ask them where they see movement in this artwork (radiating sunlight).

       

      Work Session

      • Explain to students that they will be creating two artworks–one that demonstrates a high pressure system and one that demonstrates a low pressure system. 
      • Review (or teach) students about both systems, warm and cold air density, and why high pressure systems result in sunny weather and why low pressure systems result in cloudy/rainy weather.
      • Students’ artwork should use dots, like Kusama, to represent air particles.
        • Students’ artwork should visualize warm and cool air particles using warm and cool colors. 
        • They should use placement of their dots to show that warm air is less dense than cool air. 
        • They should also use placement to represent where warm and cool air particles are positioned depending on the type of weather (sunny or cloudy).
      • To make their artwork more visually engaging and interesting, project Starry Night and Sunlight on the board again. Since air particles move, ask students to think about how they could show movement in their artwork.
      • If students are using markers or colored pencils, they will draw dots to represent air particles. If they are using tempera paint and paint brushes, students will “spatter paint” their air particles.
        • Demonstrate low-mess splatter paint techniques: After dipping the paintbrush in paint, tap the handle of the paintbrush on the opposite hand with the bristles over the paper OR flick the bristles of the paintbrush with thumb.

       

      Closing Reflection

      • Students should complete their work by writing a summary explaining how they showed both types of systems using placement and movement to show density and the type of system and how they used color to show air temperature.
      • Conduct a gallery walk. Students should be able to determine which artwork shows a low pressure system and which shows a high pressure system.

       

      Assessments

      Formative

      Teachers will assess student understanding by observing whether students are able to identify how artists show movement, identify repetition in art, and explain high and low pressure systems.

       

      Summative

      CHECKLIST

      • Students can use color to represent air particle temperature.
      • Students can use placement and movement to represent where warm and cool air particles are positioned depending on the type of weather and to visually demonstrate air particle density.
      • Students can explain how they showed both types of systems using placement, movement and color.
      • Students can explain both high and low pressure systems.

       

      DIFFERENTIATION 

      Acceleration: Students can create a similar artwork that shows how changes in air pressure create hurricanes, tornadoes, and thunderstorms.

      Remediation: 

      • Students should select either a high or low pressure system for their artwork.
      • Allow students to work with a partner.
      • Allow students to orally explain how they used color, placement and movement in their artwork to visualize each system.

       

       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

       

      Back to Modules

      EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS 4-5

      EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS

      EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS

      Learning Description

      In this lesson, students will learn about the properties of light by creating shadow puppets. Students will observe how light interacts differently with translucent, transparent, and opaque materials. They will use the design process to plan, experiment, and refine their shadow puppet designs, culminating in a shadow puppet performance that demonstrates a life science concept they are learning.

       

      Learning Targets

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

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can demonstrate a life science concept I am learning about through puppetry

      • I can create a shadow puppet using the materials and design I planned.

      • I can explain how light interacts with different materials to create shadows.

      Essential Questions

      • How can shadow puppetry be used to demonstrate concepts in life science?

      • How does light interact with different materials?

       

      Georgia Standards

      Curriculum Standards

      Grade 4

      S4P1. Obtain, evaluate, and communicate information about the nature of light and how light interacts with objects. a. Plan and carry out investigations to observe and record how light interacts with various materials to classify them as opaque, transparent, or translucent.

       

      S4L1. Obtain, evaluate, and communicate information about the roles of organisms and the flow of energy within an ecosystem. 

       

      Grade 5

      S5L1. Obtain, evaluate, and communicate information to group organisms using scientific classification procedures.

       

       

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

       

       

       

      South Carolina Standards

      Curriculum Standards

      Grade 4

      4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

       

      4-LS1-1. Construct an argument that plants and animals have internal and external structures that function together in a system to support survival, growth, behavior, and reproduction.

       

      Grade 5

      5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

       

       

      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

      • Shadow - A dark area that forms when an object blocks light

      • Light - A form of energy that travels in waves and can be seen by our eyes
      • Design process - A process of revising work
      • Organism - Any individual living entity that can carry out life processes independently
      • Ecosystem - A community of living organisms (plants, animals, and microorganisms) interacting with each other and their non-living environment (such as air, water, and mineral soil)
      • Adaptations - Special characteristics or behaviors that help organisms survive and thrive in their environment
      • Producers - Organisms in an ecosystem that are capable of photosynthesis or chemosynthesis, enabling them to produce their own food
      • Consumers - Organisms in an ecosystem that obtain energy by consuming other organisms
      • Decomposers - Organisms in an ecosystem that break down dead organic matter into simpler substances, such as minerals and nutrients

      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 or stiff paper
      • 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/popsicle sticks
      • Masking tape

       

      Instructional Design

      Opening/Activating Strategy

      • Discuss the properties of light and the difference between translucent, transparent, and opaque materials.
      • 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 (Alternative: The Three Little Pigs).
      • Ask students to make observations on how the puppets looked and how that differs from other puppets they may have seen.
        • Discuss silhouettes and contrast.
      • Explore light and materials with students.
        • Divide the students into small groups.
        • Provide students with different materials such as translucent paper, transparent plastic, opaque cardstock and a light source such as a flashlight.
        • Tell students to experiment with the materials to see how they affect the transmission of light and shadows by shining a light on them.
        • Discuss the findings as a class.
        • Have students sort materials into transparent, translucent, and opaque.

       

       

      Work Session

      • Tell students that they will be using transparent, translucent, and opaque materials to create shadow puppets that demonstrate one of the life science concepts they are learning about, such as the interdependence of organisms in an ecosystem.
      • Introduce the design process by showing students the image below.
        • Explain to students that artists use this process to revise and improve their artwork; students will use this process in planning, designing and creating their puppets.
        • Divide students into small groups. Assign each group a life science concept.
        • Remind students that in a shadow puppet performance, there are characters that tell a story. Ask students to identify who the “characters” will be in their life science concept. 
        • Allow students time to brainstorm and sketch out their plans for their shadow puppet characters. Circulate and assist students with their designs.
        • 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 to create their shadow puppets. Teacher tip: Pre-cut shapes out of cardstock so that students can simply assemble pieces together to create their shadow puppets. 
        • As students begin creating their puppets, remind them of the design process. They may need to revise their designs as they translate their sketch to their puppet.
      • After creating their shadow puppets, students will collaborate with their groups to plan their performances.
        • Remind students that in a shadow puppet performance, there will be a beginning, middle, and an end. Ask students to consider what the beginning, middle, and end should be in their life science concept.
        • Have students write out narration (can include dialogue if desired) for their shadow puppet performance using the vocabulary from the science unit. Students’ narration should explain the scientific process that they show through their performance.
      • Provide time for groups to practice and refine their performances before presenting to the class.

       

      Closing Reflection

      • Groups will present their shadow puppets to the class. Model how to celebrate students' creativity and teamwork in presenting.
      • Facilitate a discussion that focuses on how students demonstrated the life science concept through their shadow puppet performance.
      • At the end of the lesson, have students complete a written 3-2-1 ticket out the door–three things they learned, two things they found interesting, and one question that they have. Provide time for students to share with a partner, small group, or the class.

       

      Assessments

      Formative

      Teacher will assess student learning by:

      • Observing students' engagement and participation during the exploration and experimentation phase.
      • Checking students’ understanding of life science concepts through questioning and discussions.
      • Providing feedback on students' initial puppet designs to guide them in the revision process.
      • Reviewing students’ 3-2-1 tickets out the door.

       

       

       

      Summative

      CHECKLIST: 

      • Students can demonstrate a concept in life science through a shadow puppet performance.
      • Students can use creativity to design and create shadow puppets that demonstrate a concept in life science.
      • Students can explain the properties of light and shadow.

       

      DIFFERENTIATION 

      Accelerated: 

      • Students can create a backdrop for their shadow puppet show to enhance their storytelling. 
      • Allow students to explore the history and significance of shadow puppetry in different cultures around the world.

      Remedial: 

      • Provide a sequencing guide or graphic organizer for students to organize their ideas for their performances. This can be used as a substitute for written narration.

       

       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

       

      Back to Modules

      EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS 2-3

      EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS

      EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS

      Learning Description

      In this lesson, students will use the design process to plan, experiment, refine, and create shadow puppets that illustrate a life science concept. The lesson will conclude with a shadow puppet performance that showcases their concept.

       

      Learning Targets

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

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can demonstrate a life science concept I am learning about through puppetry

      • I can create a shadow puppet using the materials and design I planned.

      Essential Questions

      • How can shadow puppetry be used to demonstrate concepts in life science?

       

      Georgia Standards

      Curriculum Standards

      Grade 2

      S2L1. Obtain, evaluate, and communicate information about the life cycles of different living organisms. 

       

      Grade 3

      S3L1. Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.

       

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

       

       

      South Carolina Standards

      Curriculum Standards

      Grade 2

      2-LS2-1. Plan and conduct an investigation to determine what plants need to grow.

       

      2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

       

      Grade 3

      3-LS1-1. Develop and use models to describe how organisms change in predictable patterns during their unique and diverse life cycles.

       

      3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can thrive, struggle to survive, or fail to survive.

       

      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

      • Shadow - A dark area that forms when an object blocks light

      • Light - A form of energy that travels in waves and can be seen by our eyes
      • Design process - A process of revising work
      • Life cycles - The series of stages that an organism goes through during its lifetime, from birth or germination to death or decay
      • Habitats - Specific places where organisms live and find the resources they need to survive, such as food, water, shelter, and space
      • Pollination - The process by which pollen is transferred from the male part (anther) of a flower to the female part (stigma) of the same or another flower

      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 or stiff paper
      • 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/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 Three Little Pigs).
      • Ask students to make observations on how the puppets looked and how that differs from other puppets they may have seen.
        • Discuss silhouettes and contrast.

       

       

      Work Session

      • Tell students that they will be creating shadow puppets that demonstrate one of the life science concepts they are learning about, such as life cycles.
      • Introduce the design process by showing students the image below.
        • Explain to students that artists use this process to revise and improve their artwork; students will use this process in planning, designing and creating their puppets.
        • Divide students into small groups. Assign each group a life science concept.
        • Remind students that in a shadow puppet performance, there are characters that tell a story. Ask students to identify who the “characters” will be in their life science concept. 
        • Allow students time to brainstorm and sketch out their plans for their shadow puppet characters. Circulate and assist students with their designs.
        • 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 to create their shadow puppets. 
        • As students begin creating their puppets, remind them of the design process. They may need to revise their designs as they translate their sketch to their puppet.
      • After creating their shadow puppets, students will collaborate with their groups to plan their performances.
        • Remind students that in a shadow puppet performance, there will be a beginning, middle, and an end. Ask students to consider what the beginning, middle, and end should be in their life science concept.
      • Provide time for groups to practice and refine their performances before presenting to the class.

       

      Closing Reflection

      • Groups will present their shadow puppets to the class. Model how to celebrate students' creativity and teamwork in presenting.
      • Facilitate a discussion that focuses on how students demonstrated the life science concept through their shadow puppet performance.
      • At the end of the lesson, have students complete a 3-2-1 ticket out the door–three things they learned, two things they found interesting, and one question that they have. Provide time for students to share with a partner, small group, or the class.

       

      Assessments

      Formative

      Teacher will assess student learning by:

      • Observing students' engagement and participation in the activator.
      • Checking students’ understanding of life science concepts through questioning and discussions.
      • Providing feedback on students' initial puppet designs to guide them in the revision process.
      • Reviewing students’ 3-2-1 tickets out the door.

       

       

      Summative

      CHECKLIST: 

      • Students can demonstrate a concept in life science through a shadow puppet performance.
      • Students can use creativity to design and create shadow puppets that demonstrate a concept in life science.

      DIFFERENTIATION 

      Accelerated: 

      • Students can create a backdrop for their shadow puppet show to enhance their storytelling. 
      • Allow students to explore the history and significance of shadow puppetry in different cultures around the world.
      • Students can write a sequence of events to explain/narrate their performances.

      Remedial: 

      • Provide students with pre-cut materials for students to assemble to create their shadow puppets. 
      • Provide a sequencing guide or graphic organizer for students to plan their performances. 

       

       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

       

      Back to Modules

      EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS K-1

      EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS

      EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS

      Learning Description

      In this lesson, students will learn about the properties of light by creating shadow puppets. Students will observe how light interacts differently with translucent, transparent, and opaque materials. They will use the design process to plan, experiment, and refine their shadow puppet designs, culminating in a shadow puppet performance that demonstrates a life science concept they are learning.

       

      Learning Targets

      GRADE BAND: K-1
      CONTENT FOCUS: VISUAL ARTS & SCIENCE
      LESSON DOWNLOADS:

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can demonstrate a life science concept I am learning about through puppetry.

      • I can create a shadow puppet using the materials and design I planned.

      • I can explain how light interacts with different materials to create shadows.

      Essential Questions

      • How can shadow puppetry be used to demonstrate concepts in life science?

      • How does light interact with different materials?

       

      Georgia Standards

      Curriculum Standards

      Kindergarten

      SKL2. Obtain, evaluate, and communicate information to compare the similarities and differences in groups of organisms.

       

      Grade 1

      S1P1. Obtain, evaluate, and communicate information to investigate light and sound. 

      1. Use observations to construct an explanation of how light is required to make objects visible. 
      2. Ask questions to identify and compare sources of light. 
      3. Plan and carry out an investigation of shadows by placing objects at various points from a source of light. 

       

      S1L1. Obtain, evaluate, and communicate information about the basic needs of plants and animals. 

      Arts Standards

      Kindergarten

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

       

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

       

      Grade 1

      VA1.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

       

      VA1.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art.

       

      South Carolina Standards

      Curriculum Standards

      Kindergarten

      K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.

       

      K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

       

      Grade 1

      1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.

      1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

       

      1-LS1-2. Obtain information from multiple sources to determine patterns in parent and offspring behavior that help offspring survive.

      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

      • Shadow - A dark area that forms when an object blocks light

      • Light - A form of energy that travels in waves and can be seen by our eyes

      • Design process - A process of revising work

      • Organism - Any individual living entity that can carry out life processes independently

      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 or stiff paper
      • 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/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 Three Little Pigs).
      • Ask students to make observations on how the puppets looked and how that differs from other puppets they may have seen.
        • Discuss silhouettes and contrast.

      Grade 1: 

      • Discuss the properties of light and the difference between translucent, transparent, and opaque materials.
      • Explore light and materials with students.
        • Divide the students into small groups.
        • Provide students with different materials such as translucent paper, transparent plastic, opaque cardstock and a light source such as a flashlight.
        • Tell students to experiment with the materials to see how they affect the transmission of light and shadows by shining a light on them.
        • Discuss the findings as a class.
        • Have students sort materials into transparent, translucent, and opaque.

       

      Work Session

      • Tell students that they will be using transparent, translucent, and opaque materials to create shadow puppets that demonstrate one of the life science concepts they are learning about, such as the relationship between the needs of different plants or animals and the places they live.
      • Introduce the design process by showing students the image below. 
        • Explain to students that artists use this process to revise and improve their artwork; students will use this process in planning, designing and creating their puppets.

       

        • Divide students into small groups. Assign each group a life science concept.
        • Remind students that in a shadow puppet performance, there are characters that tell a story. Ask students to identify who the “characters” will be in their life science concept. 
        • Allow students time to brainstorm and sketch out their plans for their shadow puppet characters. Circulate and assist students with their designs.
        • 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 to create their shadow puppets. Teacher tip: Pre-cut shapes out of cardstock so that students can simply assemble pieces together to create their shadow puppets. 
          • As students begin creating their puppets, remind them of the design process. They may need to revise their designs as they translate their sketch to their puppet.
        • After creating their shadow puppets, students will collaborate with their groups to plan their performances. 
          • Remind students that in a shadow puppet performance, there will be a beginning, middle, and an end. Ask students to consider what the beginning, middle, and end should be in their life science concept.
        • Provide time for groups to practice and refine their performances before presenting to the class.

         

        Closing Reflection

        • Groups will present their shadow puppets to the class. Model how to celebrate students' creativity and teamwork in presenting.
        • Facilitate a discussion that focuses on how students demonstrated the life science concept through their shadow puppet performance.
        • At the end of the lesson, have students complete a 3-2-1 ticket out the door–three things they learned, two things they found interesting, and one question that they have. Provide time for students to share with a partner, small group, or the class.

         

        Assessments

        Formative

        Teacher will assess student learning by:

        • Observing students' engagement and participation in the activator.
        • Grade 1: Observing students' engagement and participation during the exploration and experimentation phase.
        • Checking students’ understanding of life science concepts through questioning and discussions.
        • Providing feedback on students' initial puppet designs to guide them in the revision process.
        • Reviewing students’ 3-2-1 tickets out the door.

         

        Summative

        CHECKLIST: 

        • Students can demonstrate a concept in life science through a shadow puppet performance.
        • Students can use creativity to design and create shadow puppets that demonstrate a concept in life science.
        • Grade 1: Students can explain the properties of light and shadow.

         

        DIFFERENTIATION 

        Accelerated: 

        • Students can create a backdrop for their shadow puppet show to enhance their storytelling. 
        • Students can write a sequence of events to explain/narrate their performances.

        Remedial: 

        • Provide students with pre-made shadow puppets and translucent, transparent and opaque materials. Encourage students to experiment with the materials and use them to demonstrate a life science concept. 
        • Pair students together to create one shadow puppet to demonstrate their concept.
        • Provide a sequencing guide or graphic organizer for students to plan their performances. 

         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

         

        Back to Modules