DOL DANCING THE BILL OF RIGHTS 4-5

DANCING THE BILL OF RIGHTS

LESSON INFORMATION

DANCING THE BILL OF RIGHTS

Learning Description

In this lesson, students will demonstrate their understanding of the Bill of Rights by choreographing a movement phrase to represent each amendment using the elements of dance.

Learning Targets

GRADE BAND: 4-5

CONTENT FOCUS: DANCE & SOCIAL STUDIES

LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

I can choreograph a movement phrase using the elements of dance to represent the Bill of Rights.
I can explain my assigned amendment from the Bill of Rights.

Essential Questions

How can movement represent an idea?
What is the Bill of Rights?

Georgia Standards

Curriculum Standards

Grade 4

SS4CG3 Describe the structure of government and the Bill of Rights.

Identify and explain the rights in the Bill of Rights, describe how the Bill of Rights places limits on the powers of government, and explain the reasons for its inclusion in the Constitution in 1791.

Arts Standards

Grade 4

ESD4.CR.1 Demonstrate an understanding of the choreographic process.

ESD4.CR.2 Demonstrate an understanding of dance as a form of communication.

ESD4.CN.3 Integrate dance into other areas of knowledge.

South Carolina Standards

Curriculum Standards

Grade 4

Standard 2: Demonstrate an understanding of the identity of a new nation, including the state of South Carolina between 1730-1800.

4.2.CC Explain the continuities and changes in natural rights as seen from the French and Indian War to the creation of the Bill of Rights.

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

Anchor Standard 2: I can choreograph a dance.

Anchor Standard 3: I can perform movements using the dance elements.

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

Key Vocabulary

Content Vocabulary

Bill of Rights - The first ten amendments of the US Constitution; the purpose is to protect the rights of citizens
Amendment - A formal change to a legal document, statute, or constitution

Arts Vocabulary

Body - The physical instrument used by dancers to express movement, emotion, and artistry
Locomotor Movements - Movements that travel through space, such as walking, running, hopping, skipping, leaping, sliding, and galloping
Non-locomotor Movements - Movements that occur without traveling, such as bending, stretching, pushing, pulling, twisting, turning, and shaking
Levels - The height of the movement, which can be low (close to the ground), middle (midway), or high (elevated)
Directions - The direction of movement, such as forward, backward, sideways, diagonal, up, and down
Pathways - The patterns made in space, like straight, curved, zigzag, or circular
Dynamics - The quality of movement, which can be smooth, sharp, sustained, percussive, swinging, or collapsing
Tempo - The speed of movement, which can be fast, moderate, or slow
Choreography - The art and practice of designing and arranging dance movements and sequences
Movement phrase - A sequence of movements that are connected and form a coherent unit of motion, much like a sentence in language

Materials

Copy of the Bill of Rights
Smart board

Instructional Design

Opening/Activating Strategy

Begin the lesson by practicing a typical call and response with students. Continue the call and response adding body movements.

Incorporate some of the aspects of the elements of dance such as levels, pathways, direction, locomotor/non-locomotor movements, changes in tempo, etc.

Work Session

Tell students that they will be using movement and dance to express ideas.

Have students practice using their whole bodies based on a specific task, such as, to write their names in the air with finger, then elbow, then foot, then nose, then top of your head, then hip.
Begin to make the directions more abstract (i.e. make your body a leaf, and move like a leaf holding on to a branch in the wind, etc). Remind students that they should use their whole bodies.
Add in the aspects of the elements of dance such as levels, pathways, direction, locomotor/non-locomotor movements, changes in tempo, etc.

Tell students that dancers use their bodies to communicate ideas. Today, they will be using dance to represent the Bill of Rights.

Review the Bill of Rights; display each amendment on the board.
Arrange students into small groups.
Each group will be responsible for choreographing a two to three movement phrase to represent their assigned amendment.

Remind students to use their bodies and movement to represent ideas (like the leaf blowing in the wind), not to act or pantomime.
Remind students of some of the aspects of the elements of dance (types of movements, levels, tempo, dynamics, etc.). Tell students to select at least one that they will use intentionally in their movement phrases.

After a designated time, have each group come up and present their choreography to the class.

Facilitate a discussion around how the dancers’ movements represented their assigned amendment. Ask students where they saw the elements of dance in each movement phrase and how that element of dance helped to communicate meaning.

Finally, have the entire class perform their choreography consecutively as a complete dance. This will allow all of them to sequence the movements and collectively perform one dance of the entire Bill of Rights.

Closing Reflection

In their groups, students should discuss which movements they chose and how those movements represented their assigned amendment.
Facilitate a class discussion around the process of choreographing a dance that communicated a specific idea.

Ask students what they thought they did well and what they would do differently if they were to do it again.

Assessments

Formative

Teachers will assess students’ understanding by observing students’ review of the Bill of Rights, contributions to small group choreography and ability to create movements to represent ideas using the elements of dance.

Summative

CHECKLIST

Students can choreograph a movement phrase using the elements of dance to represent their assigned amendment.
Students can explain how their movements represent the meaning of their assigned amendment.

DIFFERENTIATION

Accelerated:

Challenge students to move to the steady beat of the music.
Students can complete a written reflection around which movements they chose and how those movements represented their assigned amendment.

Remedial:

Students can create one movement instead of a two to three movement phrase to represent their amendment.
Choreograph the first amendment as a whole class to scaffold the process.

*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: Andrew Sbarra

Revised and copyright: May 2024 @ ArtsNOW

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WE ARE THE PARTS 4-5

WE ARE THE PARTS

LESSON INFORMATION

WE ARE THE PARTS

Learning Description

In this lesson, students will use their bodies and space, working together to create visual and corporal models to investigate and represent equivalent fractions.

Learning Targets

GRADE BAND: 4-5

CONTENT FOCUS: VISUAL ARTS, ELA, SOCIAL STUDIES

LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

I can use my body and work with others to create visual representations of equivalent fractions.
I can identify and articulate equivalent fractions.

Essential Questions

How can I demonstrate equivalent fractions using my body?

Georgia Standards

Curriculum Standards

Grade 4

4.NR.4: Solve real-life problems involving addition, subtraction, equivalence, and comparison of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100

using part-whole strategies and visual models.

Grade 5

5.NR.3: Describe fractions and perform operations with fractions to solve relevant, mathematical problems using part-whole strategies and visual models.

Arts Standards

Grade 4

TA4.PR.1 Act by communicating and sustaining roles in formal and informal environments.

Use body and movement to communicate a character’s thoughts and emotions.
Collaborate and perform with an ensemble to present theatre to an audience.

Grade 5

TA5.PR.1 Act by communicating and sustaining roles in formal and informal environments.

Use body and movement to communicate thoughts, ideas, and emotions of a character.
Collaborate and perform with an ensemble to present theatre to an audience.

South Carolina Standards

Curriculum Standards

Grade 4

4.NSF.1 Explain why a fraction (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100), / , is equivalent to a fraction, ×

× , by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

Grade 5

5.NSF.1 Add and subtract fractions with unlike denominators (including mixed numbers) using a variety of models, including an area model and number line.

Arts Standards

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

Key Vocabulary

Content Vocabulary

Denominator – The bottom number in a fraction, indicating how many total equal parts in the whole
Equivalent Fractions – Fractions that have the same value, though they have different numerators and denominators
Fraction – A numerical value that is part of a whole, indicating a certain number of parts of an equally divided whole
Numerator – The top number in a fraction, indicating how many of the total parts are present or included.

Arts Vocabulary

Collaborate/Collaboration – Teamwork, working together in a group
Pose – A positioning or shape of the body

Materials

Optional: Paper and pencils for drawing the extension activity

Instructional Design

Opening/Activating Strategy

Teach and lead the students in playing Countup, a listening game in which the group tries to count as high as possible, one number per person, randomly, without duplication.
- Leader (teacher) gives a cue (e.g., “Ready, Set, Go!”), then someone says “1,” then someone else says “2”, and so on. If two people say a number at the same time, the round ends and the game reverts to the beginning, back to 1.
- If a pattern emerges (e.g., three players start alternating numbers), the round is stopped and a new one begins.
- After the game is established, give volunteers the opportunity to give the starting cue.
- Once students understand the game, emphasize the listening aspect, and the fact that the class will not necessarily get farther by going faster.
- After playing with cardinal numbers, explore variations through other sequences. Move into odd/even numbers and multiples (of 3, 5, 10, 4, 6, etc.).
- Then move into fractions: Unit fractions (1/2, 1/3, 1/4, 1/5, etc.), the complements of unit fractions (1/2, 2/3, 3/4, 4/5, etc.), and equivalent fractions (1/2, 2/4, 3/6, 4/8, etc.; 1/3, 2/6, 3/9, 4/12, etc.).

Work Session

EQUIVALENT FRACTION POSES

Tell students that they will be using their bodies to create poses that represent equivalent fractions.
Review equivalent fractions with students.

Creating Halves

Have two students come to the front or the center of the room, ideally where they can sit on the ground and be seen by all.
Have them sit cross-legged facing each other. Explain that together, their upper legs form a whole square, and their lower legs bisect the square, or cut it in half.

Have each student say, “I am one half.”

Have the two students place one arm with the elbow at their navel and the arm extended out to the center. Point out that each half has been cut in half, and the resulting parts are fourths of the whole.

Have each student say, “I am two fourths.”
Point out that by splitting the space in half, the students are effectively multiplying the number of parts by two – both the number of parts each student represents and the number of parts overall.

This is the same as multiplying both the numerator and the denominator by the same number to get an equivalent fraction.

Have the students use both arms, with elbows on thighs and fingertips to the center, to trisect the shape defined by their legs. Point out that each half has been cut in thirds, resulting in six parts all together. Have each student say, “I am three sixths.”
Have all the students pair up and find a place in the room to repeat the sequence – “I am one half,” “I am two fourths,” “I am three sixths.”
Reflect and discuss how and why the fractions described by the parts created are equivalent.

Creating Thirds

Have the students form groups of three. Rather than sitting cross-legged, have them sit so that their bodies form a single triangle.
Repeat the process with the further divisions of the parts, and the accompanying lines, “I am one third,” “I am two sixths”. Challenge students to see how many equivalent fractions they can make.
Have students describe fractions made by combining parts. For example, “Giselle and I are two thirds,” “Giselle and I are four sixths,” “Mariah and I are six ninths.”

If the class does not divide evenly into threes, assign the extra student or two to other groups and have them ask prompting questions, e.g., “Terence, what part are you?” “Abby and Lucas, what part are you?”

Beyond Thirds

Continue the process with even larger groupings.
Each time, have students seat themselves on the ground with their legs to the side and their feet together. (As the numbers grow larger, the angle formed by each child’s legs grows smaller, and the distance to stretch the arms toward the center grows greater.)
Have students articulate their fractions; then, add an arm to bisect the part, and then two arms. As the groups grow, the number of groups will get smaller but the number of extra students who can be assigned to ask questions will increase.

Closing Reflection

Have the students reflect on how they used their bodies to create the fractions, and how they used their voices to name their values.
Ask students to reflect on the activity with the following questions:
- What are equivalent fractions?
- Who can give an example of equivalent fractions?
- When you were sitting on the floor, how did you use your bodies to show equivalent fractions?” (“We stretched out our arms to divide the parts.”)
- “With numbers in your minds or on paper, how do you find equivalent fractions?” (“We multiply the numerator and the denominator by the same number.”)

Assessments

Formative

Teachers will assess students’ learning by observing students’ participation in creating equivalent fractions with their bodies and students’ responses to class discussion.

Summative

CHECKLIST

Students can accurately define, create, and identify equivalent fractions.
Students can form equivalent fractions by creating poses with their bodies.

Differentiation

Acceleration:

Have students imagine and articulate fractions with greater numerators and denominators, beyond what is apparent in their positions. E.g., when in groups of 3, call out a higher denominator, such as 12, or a higher numerator, such as 5, and have students identify the fractions they represent with those values.
Have students draw a picture of one of their groups as if looking down from the ceiling. Label the classmates in the group. Write sentences naming the fractions they represent (e.g., “Alberto is one fifth,” “Cameron is two tenths,” “Alberto, Cameron and Jade are nine fifteenths,” etc.).

Remediation:

Build the Count-up game slowly. Use a fishbowl process to have a smaller group play the game while others watch, and rotate students through the activity.
Limit the process to fractions involving halves and thirds.

ADDITIONAL RESOURCES

PBS Learning Media – Rise and Shine Math Time: Equivalent Fractions video (5:10 mins.)

Ideas contributed by: Mary Gagliardi and Barry Stewart Mann

Revised and copyright: May 2024 @ ArtsNOW

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UNDERSTANDING INFORMATIONAL TEXT THROUGH LANDSCAPE ART 6-8

UNDERSTANDING INFORMATIONAL TEXT
THROUGH LANDSCAPE ART

LESSON INFORMATION

UNDERSTANDING INFORMATIONAL TEXTTHROUGH LANDSCAPE ART

Learning Description

In this lesson, students will demonstrate their understanding of informational texts by using text evidence to create a landscape artwork.

Learning Targets

GRADE BAND: 6-8

CONTENT FOCUS: VISUAL ARTS, ELA, SOCIAL STUDIES

LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

I can visualize supporting details in an informational text to create a landscape artwork.
I can annotate an informational text to identify the most important details.
I can synthesize the information presented in two different texts.

Essential Questions

How can I visualize supporting details in an informational text to create a landscape artwork?
How can I identify the most important details using annotation?
How can I synthesize the information presented in two different texts?

Georgia Standards

Curriculum Standards

Grade 6

ELA

ELAGSE6RI1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE6RI2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

SOCIAL STUDIES

SS6G1 Locate selected features of Latin America.

SS6G4 Locate selected features of Canada.

SS6G7 Locate selected features of Europe.

SS6G11 Locate selected features of Australia.

Grade 7

ELA

ELAGSE7RI1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE7W8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

SOCIAL STUDIES

SS7G1 Locate selected features of Africa.

SS7G5 Locate selected features in Southwest Asia (Middle East).

SS7G9 Locate selected features in Southern and Eastern Asia.

Grade 8

ELAGSE8RI1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE8RI2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

SOCIAL STUDIES

SS8G1 Describe Georgia’s geography and climate.

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.

Grade 7

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

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

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

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.

South Carolina Standards

Curriculum Standards

Grade 6

ELA

Reading - Informational Text (RI) - Meaning and Context

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

6.1 Provide an objective summary of a text with two or more central ideas; cite key supporting details.

Grade 7

ELA

Reading - Informational Text (RI) - Meaning and Context

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

6.1 Provide an objective summary of a text with two or more central ideas; cite key supporting details to analyze their development.

SOCIAL STUDIES

7.1.1.PR Identify select African physical systems and human characteristics of places.

7.2.1.PR Identify select Asian physical systems and human characteristics of places.

7.3.1.PR Identify select Australia, Oceania, and Antarctica physical systems and human characteristics of places.

7.4.1.PR Identify select European physical systems and human characteristics of places.

7.5.1.PR Identify select North American physical systems and human characteristics of places.

7.6.1.PR Identify select South American physical systems (e.g., landforms and bodies of water), and human characteristics of places (e.g., countries and cities).

Grade 8

ELA

Reading - Informational Text (RI) - Meaning and Context

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

6.1 Provide an objective summary of a text with two or more central ideas; cite key supporting details to analyze their development.

Arts Standards

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

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

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

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

Key Vocabulary

Content Vocabulary

Informational text - Nonfiction writing that has the purpose of informing the reader
Synthesize - To combine two or more sources of information into one coherent source of information
Annotate - To take notes on a text
Physical feature - A landform such as a mountain, river, desert, etc.
Text evidence - Information that comes directly from the text that supports the main idea of the text

Arts Vocabulary

Space - One of the seven Elements of Art; techniques artists use to create the illusion of depth on a 2D surface
Landscape - A type of art that shows a wide expanse of land–usually a countryside–and shows depth through a background, middle ground, and foreground
Foreground - The part of a landscape that is closest to the viewer
Background - The part of a landscape that is farthest from the viewer
Middle ground - The part of a landscape that is in between the background and the foreground
Texture - One of the seven elements of art; how something feels or looks like it feels
Printmaking - Printmaking is a process by which the artist creates an image that has texture and transfers that image repeatedly onto another surface like paper.
Collagraph printmaking - A form of printmaking in which texture is built up on a surface by layering materials. The artist then transfers the image through a process like a rubbing onto another surface like paper.

Materials

Computer paper
Cardstock
Cardboard or additional cardstock for background
Scissors
Glue sticks
Pencils
Crayons or oil pastels (teacher tip: soak oil pastels or crayons in warm soapy water overnight; paper labels will easily come off the next day)
Informational text that describes a geographic location students are studying in Social Studies such as the Sahara Desert (7th grade SS, GA)
Optional - colored pencils

Instructional Design

Opening/Activating Strategy

Project a landscape painting such as Landscape from Saint Remy by Vincent Van Gogh.
- First, students will identify what they see in the image. Emphasize that they should make objective observations about the painting (i.e. physical features, colors, textures, etc.).
- Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the painting.
- Finally, ask students what they wonder about the image.

Ask students to work collaboratively to engage in the See, Think, Wonder protocol (Harvard University Project Zero - Artful Thinking Strategies).
Facilitate a class-wide discussion around students’ observations, inferences, and questions.

Work Session

Explain that the artwork students are looking at is an example of a landscape painting. Landscape paintings show a wide expanse of land–usually a countryside–and show depth through a background, middle ground, and foreground.
Show students the diagram of a landscape. Explain that the background is what is farthest away from the viewer, the foreground is directly in front of the viewer, and the middle ground everything in the middle.
Ask students to try to identify the background, middle ground, and foreground in Landscape from Saint Remy by Vincent Van Gogh.
Explain to students that texture in art is how something feels or looks like it feels. Ask students to identify textures in the landscape painting.
Tell students that they will be creating their own landscape artwork based off of an informational text. Provide each student with a copy of the informational text that connects to a region students are studying in Social Studies (if applicable).
With partners, have students annotate the text as they read, looking for details that describe how the region looks such as landforms, colors, etc.
Facilitate a discussion with students around what details they might include in the background, what details they might include in the middle ground, and what details they might include in the foreground.
Instruct students to locate and research an additional informational text on the same region.

Students should use their knowledge of research practices to identify a reliable source. Students should annotate the text as they did previously.
Students will synthesize the details that they found in the two sources to create their landscape artwork.

Introduce students to the term Collagraph Printmaking.

Printmaking is a process by which the artist creates an image that has texture and transfers that image repeatedly onto another surface like paper.
Tell students that the printing press is an early example of printmaking.

Explain the process of creating their artwork.

Students will draw a rough draft of their landscape on blank paper using evidence from both texts. Students’ rough drafts should have a background, middle ground, and foreground.
Out of cardstock, students will cut out landforms like mountains and physical features like forests that they included in their rough draft.

Students should glue the landforms down to a piece of cardstock or cardboard starting with the background and moving to the foreground.
Students should use overlapping as they glue each layer down.

Once they have created their landscapes, students will create a rubbing by placing a piece of computer paper over their landscape. Using a crayon or oil pastel, they will rub across the surface to pick up the texture of the landscape.

Students can then add in details and additional texture using colored pencil, crayon, or oil pastel.

Closing Reflection

Students will write a one paragraph artist statement about their work. They should include a relevant title for their landscape and what they showed in their artwork citing text evidence from both sources.
Allow students to conduct a gallery walk within small groups to compare and contrast how they and their classmates visualized the text. Emphasize that students should look for similarities and differences in artwork and how that reflects the sources that students used.

Assessments

Formative

Teachers will assess learning by determining whether students are able to identify the background, middle ground, and foreground in the example landscape and whether students can identify all the important supporting details from both texts that describe how the region looks.

Summative

CHECKLIST

Students’ landscapes included a background, middle ground, and foreground.
Students’ landscapes visualize the details from both texts that describe how the location looks.
Students’ artist statements include a relevant title for their landscapes and what they showed in their artwork citing text evidence from both sources.

Differentiation

Acceleration:

Allow students to research the landscape paintings of Vincent Van Gogh or another landscape artist. Students can create their artwork in the style of Van Gogh (Post-Impressionism) or another artist of their choice.

Remediation:

Allow students to work with partners to create their landscapes. Each partner can create their own rubbing.
Provide students with an “answer key” of the passage to use to check their annotations.
Have students only use one text rather than two.
Provide students with a graphic organizer to fill out with landforms, physical features, and agriculture as they read the text.

ADDITIONAL RESOURCES

Diagram of a landscape
The Turning Road, L'Estaque by Andre Derain

Ideas contributed by: Katy Betts

Revised and copyright: 2023 @ ArtsNOW

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VISUALIZING ECONOMIC SYSTEMS 6-7

VISUALIZING ECONOMIC SYSTEMS

LESSON INFORMATION

VISUALIZING ECONOMIC SYSTEMS

Learning Description

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

Learning Targets

GRADE BAND: 6-7

CONTENT FOCUS: VISUAL ARTS & SOCIAL STUDIES

LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

I can describe the characteristics of a command, market, and mixed economy.
I can use line, shape, and color to express the characteristics of different economic systems.
I can explain the connection between my artwork and the characteristics of different economic systems.

Essential Questions

What are the characteristics of a command, market, and mixed economy?
How can I use line, shape, and color to express the characteristics of different economic systems?
How can I explain the connection between my artwork and the characteristics of different economic systems?

Georgia Standards

Curriculum Standards

Grade 6

SS6E, SS6E7, SS6E10

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

Grade 7

SS7E1, SS7E4, SS7E7

Personal Finance and Economics

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

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

Arts Standards

Grade 6

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

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

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

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

Grade 7

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

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

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

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

High School

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

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

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

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

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

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

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

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

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

South Carolina Standards

Curriculum Standards

Economics and Personal Finance

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

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

Arts Standards

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

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

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

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

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

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

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

Key Vocabulary

Content Vocabulary

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

Arts Vocabulary

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

Materials

Blank white paper
Pencils
Materials for coloring–choice of markers, colored pencils, oil pastels, etc.
Graphic organizer on the three main economic systems

Instructional Design

Opening/Activating Strategy

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

Work Session

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

Provide students with a graphic organizer on the three main economic systems.

One column has the economic system, one has a place for students to write characteristics, and one has a place for students to draw symbols, lines, shapes, and colors that represent characteristics of that economic system.

Show students images of lines, shapes, and colors.
- Examples: A straight line might symbolize complete control while a very wavy/curly line might symbolize total freedom; a slightly wavy line would represent a mixture of both a straight and very wavy/curvy line. A solid primary color (red, blue, yellow) or white or black might symbolize something that is absolute while gray or a secondary color, which is a mix of primary colors (orange, purple, green), might symbolize a mix of two economic systems.

In collaborative groups, direct students to identify what they think these lines, shapes, and colors represent.
Help students connect these elements of art to characteristics of the three main economic systems.

Show students an example of an abstract artwork such as Cossacks by Wassily Kandinsky versus a representational artwork like Chairman Mao en Route to Anyuan or The Bolshevik.

Discuss with students how abstract artists use the Elements of Art (line, shape, form, value, space, color, and texture) to communicate meaning while representational artists use recognizable images to communicate meaning. Ask students what they see in Chairman Mao en Route to Anyuan or The Bolshevik that might symbolize meaning.

Explain to students that they will use symbols, lines, shapes, and colors to create an artwork that represents each economic system.

Students will use these elements of art to represent something representational or abstract. Whichever they choose, they should be able to explain how their use of symbols, lines, shapes, and colors communicate the characteristics of each economic system.

Demonstrate to students how to create a trifold with their paper. Each section will represent a different economic system.
Allow students time to complete their artwork.
Students should then write an artist statement in paragraph format that answers the following questions:

What are the three economic systems and what are their characteristics?
How did you show the characteristics of each economic system using symbols, lines, shapes, and colors (students should be specific citing each characteristic and how it was represented.

Closing Reflection

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

Assessments

Formative

Teachers will assess student learning using the following criteria:

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

Summative

CHECKLIST

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

Differentiation

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

Remediation:

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

ADDITIONAL RESOURCES

Ideas contributed by: Katy Betts

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USING TEXTURE TO CREATE PHYSICAL FEATURES 6-7

USING TEXTURE TO CREATE PHYSICAL FEATURES

LESSON INFORMATION

USING TEXTURE TO CREATE PHYSICAL FEATURES

Learning Description

In this lesson, students will use the Element of Art, Texture, to create an artwork that shows thephysical and political features of a region that they are studying. Students will be able to predictwhere people live and why based on their knowledge of physical and political features.

Learning Targets

GRADE BAND: 6-7

CONTENT FOCUS: VISUAL ARTS & SOCIAL STUDIES

LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

I can identify important physical features, landforms, and political features in an area that I am studying.
I can use texture to visually communicate the various physical features I am studying.
I can work collaboratively with a group to create a mixed media artwork that shows the various physical and political features I am studying.
I can use what I know about physical features to predict where people choose to live and wh

Essential Questions

How can I identify important physical and political features in an area that I am studying?
How can I use texture to visually communicate characteristics of various physical features that I am studying?
How can I work collaboratively with a group to create a mixed media artwork that shows the various physical features, landforms, and political features I am studying?
How can I use what I know about physical features to predict where people choose to live and why?

Georgia Standards

Curriculum Standards

Grade 6

SS6G1 Locate selected features of Latin America.

SS6G3 Explain the impact of location, climate, distribution of natural resources, and population distribution on Latin America.

SS6G4 Locate selected features of Canada.

SS6G5 Explain the impact of location, climate, distribution of natural resources, and population distribution on Canada.

SS6G7 Locate selected features of Europe.

SS6G9 Explain the impact of location, climate, natural resources, and population distribution on Europe.

SS6G11 Locate selected features of Australia.

SS6G12 Explain the impact of location, climate, distribution of natural resources, and population distribution on Australia.

Grade 7

SS7G1 Locate selected features of Africa.

SS7G3 Explain the impact of location, climate, and physical characteristics on population distribution in Africa.

SS7G5 Locate selected features in Southwest Asia (Middle East).

SS7G7 Explain the impact of location, climate, physical characteristics, distribution of natural resources, and population distribution on Southwest Asia (Middle East).

SS7G9 Locate selected features in Southern and Eastern Asia.

SS7G11 Explain the impact of location, climate, physical characteristics, distribution of natural resources, and population distribution on Southern and Eastern Asia.

Arts Standards

Grade 6

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

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

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

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

Grade 7

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

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

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

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

South Carolina Standards

Curriculum Standards

Grade 7

Standard 1: Analyze the cultural, economic, environmental, physical, political, and population geographies of contemporary Africa.

Standard 2: Analyze the cultural, economic, environmental, physical, political, and population geographies of contemporary Asia.

Standard 3: Analyze the cultural, economic, environmental, physical, political, and population geographies of contemporary Australia, Oceania, and Antarctica.

Standard 4: Analyze the cultural, economic, environmental, physical, political, and population geographies of contemporary Europe.

Standard 5: Analyze the cultural, economic, environmental, physical, political, and population geographies of contemporary North America.

Arts Standards

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

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

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

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

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

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

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

Key Vocabulary

Content Vocabulary

Physical feature - Natural features on the surface of the earth such as mountains and valleys
Political feature - A feature on a map that represents human-made boundaries like countries or cities
Population distribution - How population is spread throughout a region

Arts Vocabulary

Actual texture - How something actually feels (like a sculpture)
Implied texture - How something looks like it would feel/how an artist wants the viewer to imagine something might feel if the viewer was there in person (example: textures portrayed in a landscape drawing or painting)
Actual texture - How something feels
Mixed media - Using different materials in one artwork

Materials

White butcher paper
Markers
Pencils
Various materials such as aluminum foil, leaves, sticks, napkins, tissue paper, construction paper, plastic wrap, string, cotton balls, plastic bags, sand paper, etc.

Teacher tip: Introduce texture in art with students–ask students to bring in scrap/recyclable materials that have a variety of textures; don’t tell students what they will be doing with the materials!

Liquid glue

Teacher tip: Pour a small amount of liquid glue on a disposable plate; cut up basic kitchen sponges for students to use to apply glue to art

Scissors

Instructional Design

Opening/Activating Strategy

Show students the artwork Sphinx’s Atelier by Robert Rauschenberg. Conduct the Harvard Project Zero Artful Thinking Strategy: See, Think, Wonder with students. First, students will identify what they see in the image. Emphasize that they should make objective observations about the artwork (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 artwork. Finally, ask students what they wonder about the image.
Facilitate a class-wide discussion around students’ observations, inferences, and questions.
Ask students what they think the artwork would feel like if they could touch it. After students have shared, explain that how something feels or looks like it feels in art is called Texture. Actual texture is when someone can actually feel the texture the artist wants the viewer to see, as in a sculpture. However, actual texture can also be used on artwork like Sphinx’s Atelier because the artist intended the artwork to have a texture that could be felt. Ask students why they think an artist might make this choice.

Work Session

Show students images of physical features from the regions that they are studying in class. Ask students to identify the textures that they see in the images. Ask students what types of everyday materials could they use to communicate these textures (for example, students might say aluminum foil for the Andes Mountains in South America).
Next, explain to students that they will be creating an artwork about a region they are studying. Students will need to have an understanding of the physical and political features present in that region before beginning.
Organize students into collaborative groups. Assign each student in the group a different region of the continent, country, or state they are studying. Together, students should label a map of the continent, country or state with the physical features and any important political features such as cities that they are required to know from the standards.
Then, students should make notes on their map of what types of textures they would see at each of the physical features.
Next, students should re-draw and label their continent, country, or state on white butcher paper.
Students should then look through the materials available to them and gather materials that they could use to create each of the physical features using glue and scissors.
Each student in the group should choose a section of the region about which they will make their artwork. For example, if the students are learning about South America, one student would be responsible for physical and political features in the western region of the continent, such as the Andes Mountains. Another student would be responsible for the eastern region including the Amazon Rainforest.
Each student will create the physical and political features on the portion of the map artwork they chose to represent through in their region

Closing Reflection

Students should write an “artist statement” that includes the following information:
Allow students to conduct a gallery walk comparing and contrasting the way students communicated the physical features in the same region and in different regions.

Assessments

Formative

Teacher will assess understanding of learning by determining:
- Are students able to identify the important physical and political features in the regions they are studying?
- Are students able to explain what actual texture is and connect it to physical features?

Summative

CHECKLIST
- Does students’ artwork:
- Does students’ artist statement explain:

Differentiation

Acceleration: Students should make a corresponding population density map artwork. Students can choose what they want to use to represent population density–color, shape, line, symbol, etc. Students should then compare the population density map artwork to the physical and political features map artwork and make inferences about why the population is dense in some areas and sparse in others.

Remediation:

Provide students with a graphic organizer that states the physical feature and guided notes on the description. Add a column on the left for students to write words that describe the textures and colors that they would see.
Allow students to work with partners to create their section of the artwork.
Provide photos of the region for students to use as a guide as they create their artwork.
Allow students to share their artist statement orally.

ADDITIONAL RESOURCES

Ideas contributed by: Katy Betts

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