STORYTELLING THROUGH SHADOW PUPPETS 4-5

STORYTELLING THROUGH SHADOW PUPPETS

STORYTELLING THROUGH SHADOW PUPPETS

Learning Description

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

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

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

Essential Questions

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

 

Georgia Standards

Curriculum Standards

Grade 4: 

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

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

 

Grade 5: 

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

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

 

Arts Standards

Grade 4: 

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

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

VA4.CR.4 Understand and apply media, techniques, and processes of three-dimensional art.

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

 

Grade 5: 

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

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

VA5.CR.4 Understand and apply media, techniques, and processes of three-dimensional art.

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

 

 

South Carolina Standards

Curriculum Standards

Grade 4: 

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

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

 

Grade 5: 

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

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

 

Arts Standards

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

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

 

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

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

 

 

Key Vocabulary

Content Vocabulary

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

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

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

Arts Vocabulary

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

 

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

 

Materials

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

 

Instructional Design

Opening/Activating Strategy

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

 

Work Session

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

         

        Closing Reflection

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

         

        Assessments

        Formative

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

         

        Summative

        CHECKLIST

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

         

         

        DIFFERENTIATION 

        Accelerated: 

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

        Remedial: 

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

         

        ADDITIONAL RESOURCES

         

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

         

        Ideas contributed by: Shannon Green. Updated by Katy Betts.

         

        Revised and copyright:  July 2024 @ ArtsNOW

         

        Back to Modules

        STORYTELLING THROUGH SHADOW PUPPETS 2-3

        STORYTELLING THROUGH SHADOW PUPPETS

        STORYTELLING THROUGH SHADOW PUPPETS

        Learning Description

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

         

        Learning Targets

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

        Download PDF of this Lesson

        "I Can" Statements

        “I Can…”

        • I can identify and explain the basic elements of a story

        • I can use the design process to plan and create shadow puppets.

        • I can collaborate with classmates to develop a shadow puppet story

        • I can present my shadow puppet story to an audience.

        Essential Questions

        • What are the key elements that make up a story?

        • How can we use visual representations like shadow puppets to tell a story

        • How can we work together to create a cohesive shadow puppet performance?

         

        Georgia Standards

        Curriculum Standards

        Grade 2: 

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

         

        Grade 3: 

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

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

        Arts Standards

        Grade 2: 

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

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

        VA2.CR.4 Understand and apply media, techniques, and processes of three-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.4 Understand and apply media, techniques, and processes of three-dimensional art.

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

         

        South Carolina Standards

        Curriculum Standards

        Grade 2: 

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

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

         

        Grade 3: 

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

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

        Arts Standards

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

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

         

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

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

         

        Key Vocabulary

        Content Vocabulary

        • Design process - A process of revising work

        • Story elements - Characters, setting, plot, conflict, resolution, etc.
        • Narrative - a story or account of events, experiences, or interactions that are usually arranged in a chronological sequence to convey a particular message, theme, or idea
        • Sequence - The chronological order in which events occur within a plot

        Arts Vocabulary

        • Shadow puppet - A shadow puppet is a form of storytelling where cut-out figures are manipulated behind a screen to create shadowy images visible to the audience

        • Shape - One of the seven Elements of Art; a two-dimensional figure

         

        • Silhouette - The outline or shape of an object or person that appears dark against a lighter background

        • Contrast - One of the Principles of Design; the difference between two visual elements put side by side

         

        Materials

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

         

        Instructional Design

        Opening/Activating Strategy

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

         

        Work Session

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

         

        Closing Reflection

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

         

        Assessments

        Formative

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

         

        Summative

        CHECKLIST

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

         

        DIFFERENTIATION 

        Accelerated: 

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

        Remedial: 

        • Simplify the storytelling process by focusing on fewer story elements and providing more guidance during planning and creation. 
        • Provide a graphic organizer to assist students in organizing their ideas.
        • Provide pre-cut shapes for students to assemble to create their shadow puppets.
        • Instead of having students write their own stories, have students retell a story that they read in class.

         

        ADDITIONAL RESOURCES

         

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

         

        Ideas contributed by: Shannon Green. Updated by Katy Betts.

         

        Revised and copyright:  July 2024 @ ArtsNOW

         

        Back to Modules

        STORYTELLING THROUGH SHADOW PUPPETS K-1

        STORYTELLING THROUGH SHADOW PUPPETS

        STORYTELLING THROUGH SHADOW PUPPETS

        Learning Description

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

         

        Learning Targets

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

        Download PDF of this Lesson

        "I Can" Statements

        “I Can…”

        • I can identify and explain the basic elements of a story.

        • I can use the design process to plan and create shadow puppets.

        • I can collaborate with classmates to tell a story through shadow puppetry.

        • I can present my shadow puppet story to an audience.

        Essential Questions

        • What are the key elements that make up a story?

        • How can we use visual representations like shadow puppets to tell a story?

        • How can we work together to create a cohesive shadow puppet performance?

         

        Georgia Standards

        Curriculum Standards

        Kindergarten:

        ELAGSEKRL2 With prompting and support, retell familiar stories, including key details. ELAGSEKRL3 With prompting and support, identify characters, settings, and major events in a story.

         

        Grade 1: 

        ELAGSE1RL2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. ELAGSE1RL3 Describe characters, settings, and major events in a story, using key details.

        Arts Standards

        Kindergarten: 

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

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

        VAK.CR.4 Understand and apply media, techniques, and processes of three-dimensional art.

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

         

        Grade 1: 

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

        VA1.CR.2 Create works of art based on selected themes.

        VA1.CR.4 Understand and apply media, techniques, and processes of three-dimensional art.

        VA1.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

         

        South Carolina Standards

        Curriculum Standards

        Kindergarten:

        ELA.K.AOR.1.1 Identify and describe the main character(s), setting, and events that move the plot forward. 

        ELA.K.AOR.2.1 Retell familiar stories using main story elements in a literary text. 

         

        Grade 1: 

        ELA.1.AOR.1.1 Identify and describe the main story elements, such as character(s), setting, and events that move the plot forward. 

        ELA.1.AOR.2.1 Retell a story using main story elements and identify a lesson in a literary text.

        Arts Standards

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

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

         

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

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

         

        Key Vocabulary

        Content Vocabulary

        • Design process - A process of revising work

        • Story elements - Characters, setting, plot, conflict, resolution, etc.

        • Narrative - a story or account of events, experiences, or interactions that are usually arranged in a chronological sequence to convey a particular message, theme, or idea

        • Sequence - The chronological order in which events occur within a plot

        Arts Vocabulary

        • Shadow puppet - A shadow puppet is a form of storytelling where cut-out figures are manipulated behind a screen to create shadowy images visible to the audience

        • Shape - One of the seven Elements of Art; a two-dimensional figure

         

        • Silhouette - The outline or shape of an object or person that appears dark against a lighter background

        • Contrast - One of the Principles of Design; the difference between two visual elements put side by side

         

        Materials

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

         

        Instructional Design

        Opening/Activating Strategy

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

         

        Work Session

        • Arrange students in collaborative groups. 
        • Explain to students that they will be retelling a story that they read in class. 
          • Remind students that they will need to identify the setting, characters, beginning, middle and end of the story.
          • Have students draw illustrations of the beginning, middle, and end of the story. Students should write a brief description of each illustration.
        • Explain to students that they will be creating puppets that represent the characters in their story. 
        • Introduce the design process by showing them the image below. 
          • Explain to students that artists use this process to revise and improve their artwork; students will use this process in planning their puppets.
          • Students will design and revise their puppets using the design process before creating them.
        • Allow students time to sketch out their plans for their shadow puppets.
        • Introduce the materials students will use to create shadow puppets (cardstock, scissors, tape, brads, colored theater gels, bamboo skewers) and demonstrate how to use them safely. 
        • Students will collaborate with their group to create their shadow puppets based on their story. 
          • Remind students that they must retell the beginning, middle and end of the story in their performances. Students should use their illustrations to help them.
          • Provide time for students to rehearse their shadow puppet stories, focusing on storytelling, timing and puppet movement.
        • Groups will present their shadow puppet stories to the class, followed by a whole group reflection on how groups demonstrated the elements of a story in their puppet presentations.
          • Teacher can model how to celebrate students' creativity and teamwork in presenting their stories.

         

        Closing Reflection

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

         

        Assessments

        Formative

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

         

        Summative

        CHECKLIST

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

         

        DIFFERENTIATION 

        Accelerated: 

        • Encourage students to experiment with complex puppet designs. 
        • Challenge students to write their own story rather than retell a story from class.

        Remedial: 

        • Provide a graphic organizer to assist students in organizing their ideas.
        • Provide pre-cut shapes for students to assemble to create their shadow puppets.

        ADDITIONAL RESOURCES

         

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

         

        Ideas contributed by: Shannon Green. Updated by Katy Betts.

         

        Revised and copyright:  July 2024 @ ArtsNOW

        Back to Modules

        KANDINSKY’S CIRCLES & PLACE VALUE 2-3

        KANDINSKY’S CIRCLES & PLACE VALUE

        KANDINSKY’S CIRCLES & PLACE VALUE

        Learning Description

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

         

        Learning Targets

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

        Download PDF of this Lesson

        "I Can" Statements

        “I Can…”

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

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

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

        • I can create unique and creative artwork.

        Essential Questions

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

         

        Georgia Standards

        Curriculum Standards

        Grade 2

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

         

        Grade 3

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

        Arts Standards

        Grade 2

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

         

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

         

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

         

        Grade 3

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

         

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

         

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

         

         

        South Carolina Standards

        Curriculum Standards

        Grade 2

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

         

        Grade 3

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

        Arts Standards

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

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

         

        Key Vocabulary

        Content Vocabulary

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

        Arts Vocabulary

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

         

        Materials

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

         

        Instructional Design

        Opening/Activating Strategy

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

         

        Work Session

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

         

        Closing Reflection

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

         

        Assessments

        Formative

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

         

        Summative

        CHECKLIST

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

        *See Teacher/student rubric.

         

        DIFFERENTIATION 

        Acceleration: 

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

        Remediation: 

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

         ADDITIONAL RESOURCES

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

        Ideas contributed by: Sara Hastings

        Revised and copyright:  May 2024 @ ArtsNOW

         

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        EXPRESSING IDENTITY THROUGH VISUAL ARTS 2-3

        EXPRESSING IDENTITY THROUGH VISUAL ARTS

        EXPRESSING IDENTITY THROUGH VISUAL ARTS

        Learning Description

        Students will represent numbers with their bodies. They will work together to form addition sentence tableaux in order to visualize how 1-, 2-, and 3-digit addition works.

         

        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 describe my identity and identify character traits about myself.

        • I can represent how I see myself through portraiture.

        • I can describe myself using specific character traits in written form.

        Essential Questions

        • What or who makes you who you are?

        • What are some character traits that you have?

        • How can you represent how you see yourself through visual art?

         

        Georgia Standards

        Curriculum Standards

        Grade 2

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

         

        ELAGSE2SL1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

         

        Grade 3

        ELAGSE3W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

         

        ELAGSE3SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

        Arts Standards

        Grade 2

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

         

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

         

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

         

        Grade 3

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

         

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

         

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

         

        South Carolina Standards

        Curriculum Standards

        WRITING (W) - Range and Complexity (RC) 

        Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

         

        COMMUNICATION - Meaning and Context (MC) 

        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 own views while respecting diverse perspectives.

        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

        • Identity - The characteristics, beliefs, qualities, and expressions that define an individual

        • Character traits - Qualities or attributes that define an individual's behavior, attitude, and personality

        • Beliefs - Convictions, opinions, or attitudes that individuals hold to be true or valid

        Arts Vocabulary

        • Self-portrait - An artist’s visual portrayal of him or herself

        • Line - One of the Elements of Art; the path of a moving point

        • Shape - One of the Elements of Art; a two-dimensional object

        • Color - One of the Elements of Art; reflected or absorbed light

        • Neutral colors - Brown, tan, white, black, gray, etc.; browns and tans are made by mixing the primary colors, red, blue, and yellow.

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

         

        Materials

        • Fine line black markers
        • Water color paints*
        • Paint brushes 
        • Cups for water 
        • Paper towels
        • Watercolor paper
        • ”I AM” writing web for each student 
        • Mirror

        *This lesson can also be done with skin tone crayons or skin tone colored pencils and white printer paper. 

        Instructional Design

        Opening/Activating Strategy

        Pre-work: Read the book, Because of Winn Dixie, and discuss, in depth, the main character, India Opal’s, character traits and identity. 

         

        • Help students connect to the book by facilitating a discussion around what makes each person unique. Ask students what some of their individual character traits are. 
          • Discuss family and community with students and how they influence character traits.

         

        Work Session

        • Tell students that they will be creating a self-portrait. 
        • Look at some examples of self-portraits in art.
          • Discuss the different ways that artists portray themselves.
        • Students will create a self-portrait using watercolors on watercolor paper.
          • Show students a diagram of the proportions of a face. 
          • Have students fold their paper into eighths to assist with proportions.
          • Students should draw the outline of their head along with the proportion guidelines very lightly on their paper. Students can then draw in eyes, nose, mouth, ears, hair, etc.
          • Allow students time to experiment with mixing watercolor paints to achieve different skin tones, eye color and hair color. 
          • Instruct students to paint their skin, hair and eyes with watercolors.
          • While the watercolor is drying, students will write about themselves, describing their identity and character traits using the supplied ”I AM” writing web. Encourage students to write in complete sentences.
          • After the watercolor dries, students can go over the lines of their portraits with thin black markers to create definition.

         

        Closing Reflection

         

        • Ask students to share the portraits that they created and how the details they chose represent how they see themselves.
        • Ask students to share their “I AM” writing web responses with the class.
        • Discuss with students how our differences make us unique.

         

        Assessments

        Formative

        Teachers will assess student learning by observing student responses during discussion of character traits, students’ ability to follow along with steps for creating a self-portrait, and students’ responses to the “I AM” writing web.

         

        Summative

        CHECKLIST: 

        • Students can describe their identity and character traits through creating a self-portrait.
        • Students can describe their identity and character traits in complete sentences through their “I AM” writing web.

         

        Differentiation

        Acceleration: 

        • Students can add a background to their portraits to further showcase their identity.
        • Students can turn their “I AM” writing web into a complete paragraph to display alongside their self-portrait.

        Remediation: Students can write a word or phrases to complete the “I AM” writing web.

         

         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: Julie Anderson

        Revised and copyright:  May 2024 @ ArtsNOW

         

        Back to Modules