Self-Portrait Painting 2-3

SELF-PORTRAIT PAINTING

SELF-PORTRAIT PAINTING

Learning Description

Invite art history into your classroom! Derive inspiration from classical portrait paintings such as, Diego Velazquez’s “La Infanta Margarita” and Raphael’s “Portrait of Baldassare Castiglione”, as you explore self-portraiture with your students. Students’ artwork will culminate in an informational writing piece where students describe how they see themselves.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create a self-portrait that correctly estimates the placement of facial features using informal measurement methods.
  • I can describe my personality characteristics using adjectives.

Essential Questions

  • How do I see myself?
  • How can I use informal measurement methods to create a self-portrait?

 

Georgia Standards

Curriculum Standards

Grade 2: 

ELAGSE2L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  1. Use adjectives and adverbs, and choose between them depending on what is to be modified.

 

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

 

Grade 3: 

ELAGSE3L1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

 

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

 

Arts Standards

Grade 2: 

VA2.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA2.CR.2 Create works of art based on selected themes.

VA2.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

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

 

Grade 3: 

VA3.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

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

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

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

 

 

South Carolina Standards

Curriculum Standards

Grade 2: 

ELA.2.C.4.1 Write and expand grammatically correct sentences (e.g., simple, compound, declarative, imperative, interrogative, and exclamatory). When writing:

  1. identify and use nouns (abstract), verbs (linking), adjectives (articles, comparative, and superlative), adverbs, and conjunctions (coordinating and subordinating)

 

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

 

Grade 3: 

ELA.3.C.4.1 Write and expand grammatically correct sentences (e.g., simple, compound, and complex) and paragraphs. When writing:

  1. explain the function of adjectives and adverbs in simple, compound, and complex sentences

 

ELA.3.C.2.1 Write informative/explanatory pieces to examine a topic and provide information. When writing: a. introduce a topic; b. develop the topic with facts, definitions, and/or details related to the topic; c. group information and use grade-appropriate transitions to link ideas; d. use precise language and vocabulary to inform or explain about the topic; e. use and explain information from a provided source; and f. provide a concluding statement or section

 

Arts Standards

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

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

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

 

 

Key Vocabulary

Content Vocabulary

  • Adjectives - Words that describe, modify, or provide more information about nouns or pronouns
  • Informative writing - Writing with the intent to inform the reader about a topic

Arts Vocabulary

  • Portrait - A visual depiction of a person–often posed
  • Self-portrait - A portrait of oneself done by oneself
  • Shape - The outline of a specific form or figure
  • Size - The spatial dimensions, proportions, magnitude, or bulk of anything
  • Proportion - The size of one object compared to another

 

Materials

    • Pencils and erasers
    • Watercolors
    • Paint brushes and water cups
    • Crayons, oil pastels, or permanent black markers
    • 9x12 sheets of mixed media paper
  • Optional technology extension: Charged iPad with Kidsdoodle or drawing app downloaded

 

Instructional Design

Opening/Activating Strategy

  • Project a portrait by one of the Renaissance masters, such as Diego Velazquez’s “La Infanta Margarita” or Raphael’s “Portrait of Baldassare Castiglione”.
  • Engage students in the Artful Thinking Routine: See, Think, Wonder.
    • First, students will identify what they see in the image. Emphasize that they should make objective observations about the image (i.e. physical features, colors, textures, etc.).
    • Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the image.
    • Finally, ask students what they wonder about the image.
  • Facilitate a class-wide discussion around students’ observations, inferences, and questions.
  • Explain to students this artwork is an example of a portrait. Portraits are visual depictions of people–often posed. When an artist makes a portrait of themself, it is called a self-portrait.
  • Explain that before the Renaissance, artists didn’t depict people realistically. Renaissance artists used measurement and proportion in painting portraits to make them look realistic.

 

Work Session

  • Tell students that they will be making their own self-portraits, focusing on the use of proportion and spatial relationships, like the Renaissance masters.
  • Pass out pencils and mixed media paper.
  • Have students lightly draw a large oval or egg shape onto their paper.
  • Tell students that the eyes are located about halfway down the face. Have them draw a light horizontal line about halfway down the oval.
  • Next, have students begin drawing the eyes with a circle and two bird-beaks attached to make an eye shape. Then draw in eyebrows with curved lines.
  • Have the students use their fingers to measure the width of one eye. This is the distance from the eyes to the bottom of the nose.
  • Tell students that the center of the nose is a “U” shape surrounded by two nostrils on either side. You can describe these shapes as a forward and backward “C” shape.
  • Next, tell students to draw two very light vertical lines from the center of each eye all the way down to the bottom of their face. These lines represent how wide their mouths should be. Have students draw in their mouths.
  • Use your “measuring fingers” once again to demonstrate that the ears are located between the top of the eyebrows and bottom of the nose.
  • Have students lightly sketch in their hair, neck and shoulders last.
  • Have students go over the lines of their face with permanent black markers, crayons, or oil pastels.
  • Tell students to set their portraits aside. They will come back to them later.
  • Lead a discussion around what characteristics are. Differentiate between physical characteristics, like hair or eye color, and personality characteristics.
    • Ask students to share examples of personality characteristics. This can be done as a whole group, or have students work in small groups to create lists and share them with the class.
    • Next, ask students what type of words these are. Are they nouns? Verbs? Adjectives? Students should make the connection that characteristics of a person are words to describe them and therefore are adjectives.
    • Next, have students generate a list of adjectives to describe their personality. Remind them that personality characteristics are things that cannot be seen on the outside. Encourage students to generate a list of five to seven adjectives to describe themselves.
      • Project the sentence starter “I am _________.” on the board. Tell students that they should be able to insert their adjective into the sentence starter without adding any additional words. If they have to add “a” or “the”, the part of speech is a noun and not an adjective.
    • Provide time for students to share their adjectives with the class, in small groups, or with a partner. Check to make sure that students’ words are written as adjectives and not nouns before moving on.
  • Tell students that they will write their adjectives in the negative space of their self-portrait. The negative space is the “empty space”, or space around the subject of the artwork. Encourage them to write big and fill the space.
    • Students should write their adjectives with the same material (permanent black marker, crayon, or oil pastel) that they used to go over the lines of their self portrait.
  • Finally, students will add color and detail to their self portraits using watercolor. The crayon or oil pastel will “resist” the watercolor. If using a permanent black marker, the marker won’t smear when the watercolor is applied.
  • Students should finish their masterpieces by writing an informative paragraph about themselves using all of the adjectives in their self-portraits. Students’ writing should meet grade-level standards criteria.

 

Optional technology extension: Demonstrate how to use Kidsdoodle or another drawing app on iPad. Lead a discussion of the pros and cons of using a drawing app versus hand drawing methods and the differences in proportion  Using the camera on the iPad, take individual portrait photos of each student and print it. Have students compare photos to original sketches and app-generated drawings. How does each differ from the other?

 

Closing Reflection

  • Have students celebrate their self-portraits by conducting a gallery walk, in which students walk around the room and take a closer look at all the artwork.
  • Facilitate a discussion around how we see ourselves and appreciating what each person brings to the class community.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation and contributions to the activator, ability to use informal measurement methods to create their self-portraits, discussion of personality characteristics and adjectives, and conferencing with students during the writing process.

 

Summative

CHECKLIST

  • Students can create a self-portrait that correctly estimates the placement of facial features using informal measurement methods.
  • Students can describe their personality characteristics using adjectives.

 

 

DIFFERENTIATION 

Acceleration: 

  • Have students engage in the same art and writing process about a character from a text being studied in class.
  • Have students use a ruler to study the spatial relationships in Renaissance portraits by having students place tracing paper over a printed copy of a portrait and tracing the major lines with pencil. Then, students will use a ruler to measure the spatial relationships between facial features. For an extra challenge, students can then apply these spatial relationships to create their own self-portraits rather than following the guided lesson.

Remediation: 

  • As a class, create a word bank of adjectives for students to choose from when describing themselves.
  • Provide a printed oval outline on cardstock paper for students rather than having them draw their own.

 

 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: Darby Jones and Katy Betts.

Revised and copyright:  July 2024 @ ArtsNOW

 

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Self-Portrait Collage 2-3

SELF-PORTRAIT COLLAGE

SELF-PORTRAIT COLLAGE

Learning Description

In this lesson, students will learn more about themselves and others by integrating language arts and visual arts. By creating a symbolic self-portrait, writing about their self-portrait, and discussing both their portraits and those of others, they simultaneously enhance visual and aural communication skills, develop and practice the writing process, and develop further understanding of the expressive elements and structure of visual artwork.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify and select symbols to represent characteristics about myself.
  • I can create a self-portrait using symbols.
  • I can write an informative paragraph that identifies and explains the meaning of the symbols I used in my self portrait.

Essential Questions

  • How can non-human images symbolize aspects of our personality?

 

Georgia Standards

Curriculum Standards

Grade 2: 

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

 

Grade 3: 

ELAGSE3W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

 

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

Arts Standards

Grade 2: 

VA2.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA2.CR.2 Create works of art based on selected themes.

VA2.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

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

 

Grade 3: 

VA3.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

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

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

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

 

 

South Carolina Standards

Curriculum Standards

Grade 2: 

ELA.2.C.2.1 Write informative/explanatory pieces to establish a topic and provide information about the topic. When writing:

  1. introduce a topic; b. use facts and details to develop the topic; and c. provide a concluding statement.

 

Grade 3: 

ELA.3.C.2.1 Write informative/explanatory pieces to examine a topic and provide information. When writing:

  1. introduce a topic; b. develop the topic with facts, definitions, and/or details related to the topic; c. group information and use grade-appropriate transitions to link ideas; d. use precise language and vocabulary to inform or explain about the topic; e. use and explain information from a provided source; and f. provide a concluding statement or section.

 

Arts Standards

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

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

Anchor Standard 5: I can interpret 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

  • Descriptive/informative writing - A type of writing that aims to educate or inform the reader about a specific topic
  • Characteristics - The distinguishing features or qualities that define a person

Arts Vocabulary

  • Burnishing - To rub with a tool to smooth or polish
  • Collage - To compose a work of art by pasting various materials on a surface
  • Self-portrait - An artist’s depiction of themselves in visual form
  • Symbolism - An image that has meaning

 

Materials

  • Magazines (student-friendly with primarily non-human images)
  • Scissors (1 pair per student)
  • Colored paper (for collage background on which to glue final composition)
  • Scrap/photocopy paper (2 per student)
  • Glue sticks (1 per student)
  • Pencils (1 per student)
  • Large black banner paper and tape for hanging

 

Instructional Design

Opening/Activating Strategy

  • Project an image of a self-portrait, such as Frida Kahlo’s “The Frame”.
  • Ask students to work collaboratively to engage in the See, Think, Wonder Artful Thinking Routine.
    • First, students will identify what they see in the image. Emphasize that they should make objective observations about the image (i.e. physical features, colors, textures, etc.).
    • Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the image.
    • Finally, ask students what they wonder about the image.
  • Facilitate a class-wide discussion around students’ observations, inferences, and questions.
  • Explain to students that Frida Kahlo was a real person and this is one of her self-portraits. A self-portrait is a visual representation of oneself. It gives the viewer special insight into how a person sees themselves.

 

Work Session

  • Explain that students will create their own self-portrait using symbolism. They will use symbols to represent characteristics about themselves.
  • Facilitate a discussion around examples of symbolism.
    • Draw or project symbols on the board such as a peace sign, a heart, a smiley face, a stop sign, etc. Ask students to tell you what each means. Then, explain that a symbol is an image that communicates meaning.
  • Next, discuss what characteristics are. Differentiate between physical characteristics like hair or eye color and personality characteristics. Ask students to share examples of personality characteristics.
    • Each student will use symbolism by choosing objects and/or images that represent his/her likes, interests, talents, dreams, work and passions, but not pictures of actual body parts.
    • Ask students to generate a list of 5-7 characteristics they would like to include in their self-portrait. They will write them on scratch paper.
    • Have students brainstorm with a partner what types of images could represent these characteristics.
  • Explain that students will cut out images from magazines and glue them down on the shape of a body to make their self-portrait.
  • Pass out templates of a human body (outline only) or project an image on the board for students to draw on their own blank paper (preferably 12x18).
  • Tell students that once they find and cut out their images, they should plan their composition by laying them out on their outline of the body. This will allow students to move pieces around and change them before they glue, preventing tearing of images.
  • To glue the images, lay them face down on a piece of scrap paper. Use a glue stick around the edges and back surface until the entire area is covered with a thin, even layer of glue. Take the glued image and lay it down onto their paper, glued side facing down.
  • Have students carefully place a piece of clean scrap paper on top and smooth over the glued piece by rubbing with their hand to secure it in place. This is called burnishing and will give the collage a professional look.
  • On a separate sheet of paper, have each student write an informative paragraph describing their self-portrait. Paragraphs should have introduction and conclusion sentences. The body of the paragraph should identify each symbol they used and explain what the symbol represents.

Closing Reflection

  • Display all collages on a piece of black banner paper without students knowing who created each collage.
  • Have students guess the creator of each collage and explain their reasoning.
  • Compare and contrast guesses with actual facts. This closing conversation can lead to discussions of perceptions, assumptions, similarities, and differences.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of symbolism and characteristics, ability to identify personal characteristics and translate them into symbols, and conferencing with students during the writing process.

 

Summative

CHECKLIST

  • Students can identify and select symbols to represent characteristics about themselves.
  • Students can create a self-portrait using symbols.
  • Students can write an informative paragraph that identifies and explains the meaning of the symbols they used in their self portraits.

 

 

DIFFERENTIATION 

Acceleration: Students will choose a character from a class-read text. They will create a portrait collage to represent the character without sharing their choice with other classmates. All portraits will be displayed. Students will pick a collage created by another student to match to a character in the book and defend their choice in writing with support from the text. Finally, students will compose a writing sample comparing and contrasting their own self-portrait with the character portrait.

Remediation: Provide a body template for each student. Discuss the parts of the template. Provide pictures for students to choose their favorites in the following categories:

  • Stomach – food
  • Hands – things to do
  • Feet – places to go
  • Head – academic topics

Invite students to choose pictures from each category and glue them to the appropriate body part of the template. Students can dictate words or sentences for each body part.

ESOL Modifications and Adaptations: Introduce vocabulary: Collage (show students examples of a collage) and burnishing (show students what burnishing is and have them try it with scrap paper). Teacher will create a prototype and use it as a demonstration model to scaffold process and product development. Students will label their own portraits including the head, body, arms, and legs. Students will also dictate descriptive words or write descriptive words (using inventive spelling according to language level).

 

*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: Anne Ostholthoff. Modifications, Extensions, and Adaptations Contributed by: Peggy Barnes, Candy Bennett, Lindsey Elrod, Jennifer Plummer, and Vilma Thomas. Updated by: Katy Betts. 

Revised and copyright: July 2024 @ ArtsNOW

 

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PREHISTORIC COMMUNICATIONS 4-5

PREHISTORIC COMMUNICATIONS

PREHISTORIC COMMUNICATIONS

Learning Description

People of prehistoric times used drawings and symbols to communicate on cave walls.

In this lesson, students will use the Elements of Art, shape, line, color and texture to create an artistic and written sequence of events that mimic those of the past.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use the Elements of Art, shape, line, color and texture to communicate messages used by people of the past.
  • I can identify shapes, lines, colors and textures in examples of prehistoric drawings.
  • I can use some elements of art to draw and write a clear sequence of events.
  • I can convert drawings into words to create a narrative that follows a logical sequence of events.

Essential Questions

  • How can I use the Elements of Art, shape, line, color and texture to communicate messages used by the people of the past?
  • How can art inspire narrative writing?

 

Georgia Standards

Curriculum Standards

Grade 4:ELAGSE4W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.

 

Grade 5:

ELAGSE5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

Arts Standards

Grade 4:

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

 

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

 

VA4.CR.3 Understand and apply media, techniques, 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.2 Create works of art based on selected themes.

 

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

 

South Carolina Standards

Curriculum Standards

Grade 4:

COMMUNICATION - Meaning and Context

Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s views while respecting diverse perspectives.

 

WRITING - Meaning, Context, and Craft

Standard 1: Write arguments to support claims with clear reasons and relevant evidence.

1.1 Write opinion pieces that: a. introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose; b. use information from multiple print and multimedia sources; c. provide reasons supported by facts and details; d. use transitional words or phrases to connect opinions and reasons; e. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others; f. use paraphrasing, quotations, and original language to avoid plagiarism; and g. provide a concluding statement or section related to the opinion presented.

 

Grade 5:

COMMUNICATION - Meaning and Context

Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s views while respecting diverse perspectives.

 

WRITING - Meaning, Context, and Craft

Standard 1: Write arguments to support claims with clear reasons and relevant evidence.

1.1 Write arguments that: a. introduce a topic or text clearly, state a claim, and create an organizational structure in which related ideas are grouped to support the writer’s purpose; b. use information from multiple print and multimedia sources; c. provide logically ordered reasons supported by relevant facts and details; d. use transitional words, phrases, and clauses to connect claim and reasons; e. develop and strengthen writing as needed by planning, revising, editing, rewriting; f. use paraphrasing, summarizing, quotations, and original language to avoid plagiarism; and g. provide a concluding statement or section related to the claim presented.

Arts Standards

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

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

 

Key Vocabulary

Content Vocabulary

  • Hieroglyphics – A system of writing that employs characters in the form of pictures
  • Narrative - A literary term for the events that make up a story. It is the way the events connect and make up the plot of a story or book
  • Sequence - A set of related events, movements, or things that follow each other in a particular order
  • Transition – Words or phrases that are used in writing to connect one idea to the next

    Arts Vocabulary

    • Images - A representation of the external form of a person or thing in art
    • Symbols - A thing that represents or stands for something else, especially a material object representing something abstract
    • Texture - How an object feels or looks as though it might feel
    • Graphic - Relating to visual art, especially involving drawing, engraving, or lettering
    • Neutral Color - Hues that appear to be without color, and that don’t typically appear on the color wheel. Neutral colors, therefore, do not compete with primary and secondary colors and instead complement them.
    • Line - A mark connecting two points
    • Shape - An enclosed line; it is two dimensional and can be geometric or organic

     

    Materials

    • Images of prehistoric drawings
    • Brown craft paper
    • Oil pastels or paint (neutral colors)/Alternative: Make your own paint using mud
    • Color sticks/Black markers
    • Paper and pencils

     

    Instructional Design

    Opening/Activating Strategy

    • Students will work in teams of four to compare different images of cave drawings from prehistoric times (see “Additional Resources”).
    • Students will create a graphic organizer or chart to display their comparisons and briefly share them with the class.
    • Teacher will pose questions to students such as:
      • What were the most popular symbols that you noticed in the cave paintings?
      • What ideas were communicated?
      • Were there certain things that were more noticeable than others?

     

    Work Session

    • Explain to students that they will be creating cave paintings using the Elements of Art, shape, line, color and texture to communicate a simple sequence of events.
    • Discuss sequence in writing and explain to students that they will convert their final drawing into a sequential written narrative using transition words and following the writing process.
    • Explain that in prehistoric times people used natural resources found on the Earth to paint symbols on cave walls that communicated different messages.
    • Share photos of different prehistoric drawings/images and discuss Elements of Art. Students can work with a partner to discuss where they see the elements.
      • Shape (geometric, organic)
      • Line (bold, thin, jagged, curved)
      • Color (neutral)
      • Texture (bumpy, rocky, uneven)
    • Discuss and show how people used different symbols to represent living and nonliving things because letters, numbers and the alphabet were not created at that time.
    • Discuss and mix different neutral colors of browns, tans, and beiges that mimic prehistoric “paint” used from natural resources.
    • Crumple up a piece of brown paper that represents the rocky texture of a cave wall where many prehistoric drawings were found.
    • Demonstrate drawing/painting (oil pastels or paint) a simple sequence of events using crumpled brown paper and Elements of Art that simulate the way prehistoric people communicated messages.
    • Assign students to work individually, in pairs, or a large group using one, long, textured piece of brown craft paper.
    • Assign students a specific number of “events” they will need to draw/paint for their sequential composition.
    • Students should create a rough draft of their sequence of events using the symbols they will use in their painting on plain white paper. Remind students that their symbols need to have meaning–they are not just random.
    • After students have completed the sequential drawings/paintings, they will convert them into phrases or sentences to develop a written sequential composition.
    • Using this as an outline, students will turn their writing into a full narrative.
    • Be sure to remind students to use sequence transition words that show one idea moving to the next. Students will follow the writing process throughout the lesson to complete the assignment.
    • Students should engage in the peer review, editing, and revising process.

     

    Closing Reflection

    • Allow students to share their drawings/paintings with their classmates without using spoken words.
    • Students in the audience will try to guess what message is being communicated.
    • Offer all students the opportunity to revise drawings based on their peers’ feedback to ensure that a proper sequence has been established for writing.

     

    Assessments

    Formative

    The teacher will assess students’ understanding of prehistoric communication by analyzing student drawings for the incorporation of shapes (geometric and organic), color (neutral), line, and texture. The teacher will analyze students’ writing for sequencing using transition words and following the writing process.

     

    Summative

    CHECKLIST

    • Students can compare/contrast a variety of prehistoric drawings for similarities and differences that help establish a background for understanding systems of communication used during prehistoric times.
    • Students can use symbols and drawings that represent and/or mimic a variety of living

    and non-living things during prehistoric times.

    • Students can create neutral colors and textured paper to demonstrate their understanding of color and texture used for prehistoric cave drawings.
    • Students can convert symbols/drawings to words to develop a sequential unfolding of events in a written composition.
    • Students can write a narrative that follows a logical sequence of events and meets grade level standards criteria.

     

    DIFFERENTIATION 

    Acceleration: 

    • Assign additional drawings for some students.
    • Assign a set of students (several groups of three) to collaborate, communicate, and create one group sequence of events using long brown craft paper.
    • Students create a unique alphabet composed of different symbols and then write short messages to their peers using that alphabet.

    Remediation:

    • Decrease the number of drawings for some students.
    • Assign specific elements of art or symbols for some students to focus on.

     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: Kim Spivey. Updated by Katy Betts.

    Revised and copyright:  June 2024 @ ArtsNO

     

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    Stained Glass 4-5

    STAINED GLASS

    STAINED GLASS

    Learning Description

    The long-standing tradition of making stained glass became popular again during the 1800’s with the Tiffany lamps. During this period, female artists, including Clara Driscoll and the “Tiffany Girls”, designed beautiful Tiffany Lamps, such as the famous “Dragonflies” and “Wisteria”, but never received credit or recognition for their work. In this lesson, students will apply their knowledge of art and active literacy skills to showcase their creative expression by designing and creating their own stained glass. Students will then write an opinion piece responding to whether the women who created stained glass should have received credit for their work.

     

    Learning Targets

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

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can identify and apply the Elements of Art, shape, line, color, and space to create an original stained-glass design.
    • I can write an opinion piece that answers a prompt and meets grade level writing standards.

    Essential Questions

    • How can I use the Elements of Art, shape, line, color and space, to create an original stained-glass design?
    • How can the process of art-making help us identify and empathize with others?

     

    Georgia Standards

    Curriculum Standards

    Grade 4:ELAGSE4W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.

     

    Grade 5:

    ELAGSE5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

    Arts Standards

    Grade 4:VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

     

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

     

    VA4.CR.3 Understand and apply media, techniques, 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.2 Create works of art based on selected themes.

     

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

     

    South Carolina Standards

    Curriculum Standards

    Grade 4:

    COMMUNICATION - Meaning and Context

    Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s views while respecting diverse perspectives.

     

    WRITING - Meaning, Context, and Craft

    Standard 1: Write arguments to support claims with clear reasons and relevant evidence.

    1.1 Write opinion pieces that: a. introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose; b. use information from multiple print and multimedia sources; c. provide reasons supported by facts and details; d. use transitional words or phrases to connect opinions and reasons; e. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others; f. use paraphrasing, quotations, and original language to avoid plagiarism; and g. provide a concluding statement or section related to the opinion presented.

     

    Grade 5:

    COMMUNICATION - Meaning and Context

    Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s views while respecting diverse perspectives.

     

    WRITING - Meaning, Context, and Craft

    Standard 1: Write arguments to support claims with clear reasons and relevant evidence.

    1.1 Write arguments that: a. introduce a topic or text clearly, state a claim, and create an organizational structure in which related ideas are grouped to support the writer’s purpose; b. use information from multiple print and multimedia sources; c. provide logically ordered reasons supported by relevant facts and details; d. use transitional words, phrases, and clauses to connect claim and reasons; e. develop and strengthen writing as needed by planning, revising, editing, rewriting; f. use paraphrasing, summarizing, quotations, and original language to avoid plagiarism; and g. provide a concluding statement or section related to the claim presented.

    Arts Standards

    Anchor Standard 1:

    I can use the elements and principles of art to create artwork.

    Anchor Standard 2:

    I can use different materials, techniques, and processes to make art.

     

    Key Vocabulary

    Content Vocabulary

    • Composition - The structure of a piece of writing using words and sentences to produce coherent work
    • Persuasive writing - A piece of writing that convinces or persuades others
    • Opinion writing - A piece of writing that expresses personal thoughts or feelings about something

    Arts Vocabulary

    • Color - A way to describe an object based on how it reflects or emits light
    • Complementary colors - Colors that are across from each other on the color wheel
    • Line - A mark connecting two points
    • Shape - An enclosed line; it is two dimensional and can be organic or geometric
    • Stained-Glass - Colored glass used to form decorative or pictorial designs by painting and setting contrasting pieces of glass in a lead framework like a mosaic
    • Space - The area around, between, within, or surrounding components of an artistic piece

       

      Materials

       

      Alternative material choices: 

      • Watercolor paper and watercolor paints can be substituted for transparents sheets and markers

       

      Instructional Design

      Opening/Activating Strategy

      • Project an image of a stained glass window, such as Wisteria, (or, if available, show students a physical example).
      • Ask students to work collaboratively to engage in the See, Think, Wonder Artful Thinking Routine.
        • First, students will identify what they see in the stained glass. Emphasize that they should make objective observations about the image (i.e. colors, lines, shapes, if there are images they recognize, etc.).
        • Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the image.
        • Finally, ask students what they wonder about the image.
      • Facilitate a class-wide discussion around students’ observations, inferences, and questions.
      • Discuss the seven Elements of Art using the Elements of Art handout provided.
      • Have students partner with one or two neighbors. Assign different sections of the room the following Elements of Art: Line, shape, space and color. Ask students to work with their partner(s) to identify where they see these elements. Use communication strategies such as “Turn and Talk” or “Think, Pair, Share”.
      • Explain to students that they will use the Elements of Art of shape, line, color and space to create a unique stained-glass design.

       

      Work Session

      BACKGROUND:

      • Share a brief video of making a stained-glass design, such as The Art of Stained Glass - BBC (start at 1:40).
      • Show students images of different stained-glass window designs (see “Additional Resources”). Highlight a window design by French artist, Henri Matisse, and his use of organic shapes.
      • Provide a brief history of the Tiffany Company from the 1800's. Show the photo of Clara Driscoll and the “Tiffany Girls’” famous Tiffany Lamps that they designed but received no credit or recognition for.
      • Discuss with students the history of female artists from the 1800’s who were not given the same credit or recognition as their male counterparts for their artistic contributions.
      • Discuss the inequalities between men and women of the 1800's and gather opinions about how students would feel if they were in Clara’s or the Tiffany Girls’ shoes.
      • Tell students that they will be writing an opinion piece responding to the following question: Given the historical context, do you think that the Tiffany Girls and Clara Driscoll should have received credit for their work? Why or why not.
      • Tell students that they will be creating a unique stained-glass design to explore the Elements of Art and to connect with these women as artists before beginning their writing.
      • Explain to students that they will create an original stained-glass design inspired by Clara Driscoll or Henri Matisse.

       

      STAINED GLASS DESIGNS:

      • Pass out white paper the size of the transparencies.
      • First, students will draw their design for their stained glass on the white paper. Show them the wax sticks so that they understand how they move and bend before creating their designs. If the designs are too complex, they will not be able to create their stained glass with the wax sticks.
      • Model the process using wax sticks (Wiki) and different colored markers to create a stained glass.
      • Distribute the materials and explain the purpose of the wax and transparencies (represents the shine of light coming through a window). Show students how to place their transparency over their design, which will be their guide for where to place their wax sticks. Tip: It is helpful to tape the design to the table and tape the transparency on top of the design.
      • Allow students to take a few minutes to familiarize themselves with the texture of the wax sticks and to practice bending, folding, and firmly pressing them on the transparency to create unique shapes. When ready, the students may begin to create their designs.
      • Tell students that they may have to press on the wax sticks to keep it secure to the paper and that the closer the color is to the wax stick, the cleaner the line. Ask students to select complementary (colors across from each other on the color wheel) and vibrant colors for a more dynamic outcome.
      • Explain to students that after their design has been neatly colored, the wax sticks will be removed to reveal a white space (negative space).
      • Remove the wax sticks to reveal lines and ask students to color the white space with black markers to represent the dark color of the lead in authentic stained-glass designs.

       

      Optional: The wax sticks can be used on the back of their designs to hang the finished product near/on a window.

       

      PERSUASIVE WRITING

      • Now that students have learned about the Tiffany Girls and Clara Driscoll and have explored the process of designing their own stained glass, students should respond to the following prompt: Given the historical context, do you think that the Tiffany Girls should have received credit for their work? Why or why not.
      • Students’ writing should meet grade level standards criteria.
      • Provide time for students to engage in peer review, editing and revising.

       

      Closing Reflection

      • Allow students to share their stained-glass designs and justified reasons for the posed question from above.
      • Close the lesson by reviewing the Elements of Art and the importance of recognizing unique creations that provide opportunities for creative expression.

       

      Assessments

      Formative

      Teachers will assess student learning by observing students’ responses to the activator, identification of the Elements of Art, discussion of women’s rights and the Tiffany Girls and Clara Driscoll, creativity when designing and creating their stained glass, and conferencing with students during the writing process.

       

      Summative

      CHECKLIST

      • Students can identify and apply the Elements of Art such as shape, line, color and space for artistic expression through their stained glass designs.
      • Students can apply strategies of writing by incorporating justified reasons for their opinions.
      • Students can write an opinion piece that answers the prompt and meets grade level writing standards.

       

      DIFFERENTIATION 

      Acceleration: 

      • Vary the number of shapes/lines required for the stained-glass design.
      • Add complexity by challenging students to use only organic shapes/lines for stained-glass design.
      • Have students write two opinion pieces–one arguing for one side and the other arguing for the other side of the prompt. Or, assign students a side for their compositions.

      Remediation:

      • Pair students to work on their designs and writing.
      • Decrease the number of reasons students must provide for the opinion writing.

       ADDITIONAL RESOURCES

      *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

      Ideas contributed by: Kim Spivey. Updated by Katy Betts.

      Revised and copyright:  June 2024 @ ArtsNOW

       

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      NARRATIVE NECKLACES 4-5

      NARRATIVE NECKLACES

      NARRATIVE NECKLACES

      Learning Description

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

       

      Learning Targets

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

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can tell a personal narrative using symbolism through the artform of collage.
      • I can tell a personal narrative through writing that includes the elements of a story and meets grade level criteria.
      • I can use logical sequencing when creating my collage necklace composition.

      Essential Questions

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

       

      Georgia Standards

      Curriculum Standards

      Grade 4: 

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

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

       

      Grade 5: 

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

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

       

      Arts Standards

      Grade 4: 

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

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

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

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

       

      Grade 5: 

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

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

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

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

       

       

      South Carolina Standards

      Curriculum Standards

      Grade 4: 

      ELA.4.C.3.1 Write narratives developing real or imagined experiences. When writing:

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

       

      Grade 5:

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

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

       

      Arts Standards

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

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

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

       

       

      Key Vocabulary

      Content Vocabulary

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

      Arts Vocabulary

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

       

      Materials

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

       

      Instructional Design

      Opening/Activating Strategy

      • Project an example of a collage artwork, such as a collage by Karen Michel. Ask students to work collaboratively to engage in the See, Think, Wonder Artful Thinking Routine.
        • First, students will identify what they see in the image. Emphasize that they should make objective observations about the image (i.e. physical features, colors, textures, etc.).
        • Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the image.
        • Finally, ask students what they wonder about the image.
      • Facilitate a class-wide discussion around students’ observations, inferences, and questions.
      • Explain to students that this is an example of collage art. Ask students if any of them has made or knows about collage. Explain that a collage is an artistic work made by combining and pasting materials and images over a surface.

       

      Work Session

        • Show students examples of collage art by Basquiat, Michel and Rauschenberg (see links in “Additional Resources”).
          • Ask students to compare and contrast the collages. Students should notice how different the artists’ styles are even though they are using the same artform of collage.
        • Tell students that they will be making a collage that tells a story.
        • Have students brainstorm a personal or fictional narrative experience. Students will need to establish the setting, characters, and main plot points.
        • Facilitate a discussion around examples of symbolism.
          • Draw or project symbols on the board such as a peace sign, a heart, a smiley face, a stop sign, etc. Ask students to tell you what each means. Then, explain that a symbol is an image that communicates meaning.
          • Explain to students that they will be using cardboard tiles and magazine images to represent these elements visually. Each tile will represent something different–one tile for each setting in the story, one tile per character, one tile per plot point, etc.
          • Have students brainstorm with a partner how they could represent each of their story elements using visuals.
        • Pass out cardboard tiles that will function as pendants on their necklaces. Have students write their names on their tiles.
        • Students will be given magazines and will cut out images and symbols that represent something from their narrative. As these images are cut out, comment on how the student has had an aesthetic reaction to the color, shape, or image and have the student reflect about this.
        • Students will glue these images onto their tiles.
        • Tell students that negative space in art is the area around the subject matter, or the “empty space”. Students will look at the negative space in their work and fill it with color, textured papers, or text.
        • Students will complete their collaged pieces by adding a touch of oil pastel to the edges, giving the pieces a border, and seal with a modge podge (or watered down glue mixture).
        • Students will then string their completed pieces onto yarn or raffia, creating a wearable piece of artwork. Remind students to think about sequencing as they choose the order in which they string their collage tiles.
          • For example, if a character is not introduced until after the beginning of the story but before the rising action, the character collage tile should probably be strung between the exposition and rising action tiles. Or, if the setting changes for the conclusion of the story, the corresponding setting tile should go after the climax tile but before the conclusion tile.
      • Optional: Allow students to add additional decorative elements, such as pony beads, wooden beads, or buttons to give their necklaces more character.
      • Once students have completed their necklaces, each student will write their narrative essay. Narrative writing should meet the grade level standards criteria.
        • Students should be sure to include descriptive details and sensory language, transitional words and phrases, logical sequencing, and a sense of closure.
        • Students should engage in a peer review process if time allows.

       

      Closing Reflection

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

       

      Assessments

      Formative

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

       

      Summative

      CHECKLIST

      • Students can tell a narrative using symbolism through the artform of collage.
      • Students can use logical sequencing when creating their collage necklace compositions.
      • Students can tell a narrative through writing that includes the elements of a story and meets grade level criteria.

       

       

      DIFFERENTIATION 

      Acceleration: 

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

      Remediation: 

      • Reduce the number of elements required in the personal narrative necklace. One way to do this is to focus solely on creating tiles for only the plot points.
      • Provide a graphic organizer to help students structure their writing.

       

       ADDITIONAL RESOURCES

       

      *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

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

       

       

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