Let’s FACE It… We Love to Learn K-1

LET’S FACE IT… WE LOVE TO LEARN

LET’S FACE IT… WE LOVE TO LEARN

Learning Description

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

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: Visual Arts & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

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

Essential Questions

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

 

Georgia Standards

Curriculum Standards

Kindergarten:

ELACCKW3:  Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. 

ELACCKSL5:  Add drawings or other visual displays to descriptions as desired to provide additional detail.

 

Grade 1: 

ELACC1W3:  Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. 

ELACC1SL5:  Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. 

 

Arts Standards

Kindergarten:

VAKCU.2: Views and discusses selected artworks.  

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

Grade 1:

VA1CU.2: Views and discusses selected artworks.  

VA1PR.2: Understands and applies media, techniques, and processes of two-dimensional works of art (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.

 

 

 

South Carolina Standards

Curriculum Standards

Kindergarten

WRITING - Meaning, Context, and Craft

Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well structured event sequences.

3.1 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, to tell about the events in the order in which they occurred, and to provide a reaction to what happened.

 

Grade 1

WRITING - Meaning, Context, and Craft

Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well structured event sequences.

3.1 Explore multiple texts to write narratives that recount two or more sequenced events, include details, use temporal words to signal event order, and provide a sense of closure.

 

 

Arts Standards

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

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

 

 

Key Vocabulary

Content Vocabulary

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

Arts Vocabulary

  • Elements of Art - The fundamental components that artists use to create visual works
  • Line - An element of art that defines space, contours and outline
  • Shape - A two-dimensional enclosed object
  • Color - An art element with three properties: hue, value and intensity; reflected or absorbed light.  
  • Self-Portrait - A portrait of oneself done by oneself
  • Horizon line - The line that separates the earth from the sky 
  • Proportion - The size of one object compared to another
  • Folk Art - Art produced from an indigenous culture; folk-artists are not formally trained artists–instead, they are self-taught

 

Materials

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

     

     

    Instructional Design

    Opening/Activating Strategy

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

     

    Work Session

      CREATING SELF-PORTRAITS

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

       

      INCORPORATING PERSONAL NARRATIVES

        • Tell students that they will add a background to their self-portraits. 
        • Explain that the background is what appears farthest away from the viewer. Show students a portrait with a background, such as the “Mona Lisa”.
        • Ask students to visualize a memory such as their first day of school, a favorite trip they’ve taken, etc. Ask them to think about what things they saw, how they felt, etc.
          • Demonstrate to students how to create a horizon line. Explain that what is below the horizon line is on the ground and what is above the horizon line is in the sky.
          • Students will use markers or crayons to draw in the background of their artwork with a scene from their memory. Encourage students to use the entire space on their paper.
        • Tell students that they will be writing about their memories. 
        • Show students images of Howard Finster’s artwork and direct students to notice how he incorporates writing into his art. 
        • Ask students to reflect on their memory identifying a sequence of events including a beginning, middle, and end. 
        • Provide students with paper and instruct them to write about their memory using complete sentences (as appropriate for grade level). 
          • Narratives should have a beginning, middle, and end.

       

      Closing Reflection

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

      Assessments

      Formative

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

       

       

      Summative

      CHECKLIST

      • Students can create a self-portrait using the Elements of Art.
      • Students can visualize a memory by creating a background for their self-portrait.
      • Students can write a personal narrative about a memory that has a beginning, middle, and end.

       

       

       

      Differentiation

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

       

      Remediation: 

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

       

       ADDITIONAL RESOURCES

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

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

      Ideas contributed and updated by: Debi West and Katy Betts

      Revised and copyright:  May 2024 @ ArtsNOW

       

       
      Back to Modules

      Magnetic Pollack 3, 5

      MAGNETIC POLLOCK

      MAGNETIC POLLOCK

      Learning Description

      Students will create a painting based on the action paintings of Jackson Pollock. Instead of dripping and splattering like Pollock, students will move the paint using a metal object, such as a paper clip, and a magnet.

       

      Learning Targets

      GRADE BAND: 3, 5
      CONTENT FOCUS: VISUAL ARTS & SCIENCE
      LESSON DOWNLOADS:

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can use magnetism to create an action painting.
      • I can describe the effects a magnet has on a metal object.
      • I can explain why a magnet causes a metal object to move.

      Essential Questions

      • What effect does a magnet have on metal objects?

       

      Georgia Standards

      Curriculum Standards

      Grade 5: 

      S5P3. Obtain, evaluate, and communicate information about magnetism and its relationship to electricity.

      1. Construct an argument based on experimental evidence to communicate the differences in function and purpose of an electromagnet and a magnet. (Clarification statement: Function is limited to understanding temporary and permanent magnetism.)
      2. Plan and carry out an investigation to observe the interaction between a magnetic field and a magnetic object. (Clarification statement: The interaction should include placing materials of various types (wood, paper, glass, metal, and rocks) and thickness between the magnet and the magnetic object.)

      Arts Standards

      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 3: 

      3-PS2-3. Ask questions to determine cause-and-effect relationships of electric interactions and magnetic interactions between two objects not in contact with each other.

      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

      • Attraction - The force by which one object attracts another
      • Magnet - Material or object that produces a magnetic field

      Arts Vocabulary

      • Action painting - A style of painting in which paint is spontaneously dribbled, splashed or smeared onto the canvas, rather than being carefully applied

       

      Materials

      • Images of work by Jackson Pollock (see “Additional Resources”)
      • Disposable rectangular aluminum pans
      • Metal objects (Ex: small paper clips)
      • Magnets
      • 6in. x 9in. colored construction paper
      • Colored tempera paint in squeeze bottles
      • Paper towels and a drying area
      • Tape

       

      Instructional Design

      Opening/Activating Strategy

      Classroom Tips: Pair up the students to share one pan and magnet.

       

      • Show students an image of one of Jackson Pollock’s paintings, such as “Autumn Rhythm”.
      • 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. lines, colors, textures, etc.).
        • Next, ask students to identify what they think about the image. Direct students towards how they think Pollock made the painting.
        • Finally, ask students what they wonder about the image. (Be sure to show the title of the painting.)
      • Facilitate a class-wide discussion around students’ observations, inferences, and questions.
      • Tell students that Jackson Pollock was an “action painter”. Action painting is a style of painting in which paint is spontaneously dribbled, splashed or smeared onto the canvas, rather than being carefully applied.

      Show students this brief video so that students can see Pollock in action and listen to him talk about his process.

       

      Work Session

      • Tell students that they will be using a magnet and a small metal object to create their own Pollock inspired action painting.
      • Discuss the properties of magnets with students.
      • Place a 6in. x 9in. colored piece of construction paper into an aluminum lasagna pan. Have students tape down each side so that it won’t move around the pan.
      • Place the small metal object onto paper along with a few (spread out) small drops of paint. Try to limit the students to three colors total.
      • While holding up the lasagna pan, students will place a magnet underneath and against the pan. The attraction of the magnet will pull the metal object around through the paint and around the paper as students move the magnet.
      • Students will continue to move the metal object around with the magnet until they achieve their desired look and use each color of paint.
      • Have students write a title for their paintings on the bottom of the paintings and place them in the designated area to dry.

       

      Closing Reflection

      • Have students reflect on the process by explaining through writing how they used the properties of magnetic fields to create an action painting.
      • Allow students to conduct a gallery walk to view each other’s art.

       

      Assessments

      Formative

      Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of the properties of magnets, artmaking process, and reflection.

       

      Summative

      CHECKLIST

      • Students can use magnetism to create an action painting.
      • Students can describe the effects the magnet had on the metal object.
      • Students can explain why the magnet caused the metal object to move.

       

      DIFFERENTIATION 

      Acceleration: Allow students to create multiple paintings using different shapes of metal objects, making observations about how the shape of the metal object changes the designs on the painting.

      Remediation: 

      • Have students work with a partner to create their paintings.
      • Allow students to dictate their reflection rather than write it.

       

       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: Amanda Quay. Updated by: Katy Betts.

      Revised and copyright: August 2024 @ ArtsNOW

       

      Back to Modules

      Monumental Sculpture 6-8

      MONUMENTAL SCULPTURE

      MONUMENTAL SCULPTURE

      Learning Description

      Discover the endless possibilities of paper sculpture! Let your imagination soar as you dive into this collaborative art-making process, creating large-scale, non-objective sculptures. Students will participate in the design process and analyze their sculptures through the lens of geometric concepts.

       

      Learning Targets

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

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can work collaboratively to create a geometric sculpture in the round that demonstrates geometric concepts.

      • I can use the design process to design, create, and refine a sculpture in the round.

      • I can describe my sculpture in mathematical terms.

      Essential Questions

      • How can art-making become a team building process?

      • How are mathematical concepts used in art?

       

      Georgia Standards

      Curriculum Standards

      Grade 6:

      6.MP: Display perseverance and patience in problem-solving. Demonstrate skills and strategies needed to succeed in mathematics, including critical thinking, reasoning, and effective collaboration and expression. Seek help and apply feedback. Set and monitor goals.

       

      6.GSR.5.1 Explore area as a measurable attribute of triangles, quadrilaterals, and other polygons conceptually by composing or decomposing into rectangles, triangles, and other shapes. Find the area of these geometric figures to solve problems.

       

      Grade 7:

      7.MP: Display perseverance and patience in problem-solving. Demonstrate skills and strategies needed to succeed in mathematics, including critical thinking, reasoning, and effective collaboration and expression. Seek help and apply feedback. Set and monitor goals.

       

      Grade 8:

      8.MP: Display perseverance and patience in problem-solving. Demonstrate skills and strategies needed to succeed in mathematics, including critical thinking, reasoning, and effective collaboration and expression. Seek help and apply feedback. Set and monitor goals.

       

      8.GSR.8.1 Explain a proof of the Pythagorean Theorem and its converse using visual models.

       

      8.GSR.8.3 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system in practical, mathematical problems.

      Arts Standards

      Grade 6: 

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

       

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

       

      Grade 7: 

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

       

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

       

      Grade 8: 

      VA8.CR.1 Visualize and generate ideas for creating works of art. 

       

      VA8.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

       

      South Carolina Standards

      Curriculum Standards

      Grade 6:

      6.GM.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.

       

      6.GM.4 Unfold three-dimensional figures into two-dimensional rectangles and triangles (nets) to find the surface area and to solve real-world and mathematical problems.

       

      Grade 7:

      7.GM.6 Apply the concepts of two- and three-dimensional figures to real-world and mathematical situations. a. Understand that the concept of area is applied to two-dimensional figures such as triangles, quadrilaterals, and polygons.

       

      Grade 8:

      8.GM.6 Use models to demonstrate a proof of the Pythagorean Theorem and its converse.

       

      8.GM.7 Apply the Pythagorean Theorem to model and solve real-world and mathematical problems in two and three dimensions involving right triangles.

      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

      • Area - The measure of the amount of space inside the boundary of a two-dimensional shape

      • Perimeter - The total distance around the boundary of a two-dimensional shape
      • Acute angle - An angle measuring less than 90 degrees
      • Right angle - A 90 degree angle
      • Obtuse angle - An angle measuring greater than 90 degrees
      • Isosceles triangle - A type of triangle that has at least two sides of equal length
      • Equilateral triangle - A type of triangle in which all three sides are of equal length
      • Scalene triangle - A type of triangle in which all three sides have different lengths
      • Right triangle -  A triangle that has a right angle
      • Parallel lines - Lines that will never touch
      • Perpendicular lines - Lines that intersect forming a 90 degree angle
      • Pythagorean Theorem -
      • Design process - A systematic, iterative method used by engineers to solve problems
      • Balance - Possessing equilibrium or equal distribution of weight
      • Counter balance - A weight balancing another weight

      Arts Vocabulary

      • Construction - A type of sculpture in which materials are physically joined together to make a whole

      • Sculpture in the round - A three-dimensional structure that is meant to be viewed from all sides
      • Line - The path of a moving point
      • Shape - A two-dimensional enclosed line; in art, shape can be geometric or organic/freeform

       

      Materials

      • Newspaper or newsprint sheets 24” x 36” (computer paper or lined paper can be substituted)
      • Masking tape 
      • Pencils and sketch paper
      • Yardstick or measuring tape to measure dimensions of finished sculpture

       

      Instructional Design

      Opening/Activating Strategy

      Classroom Tips: Have ample space in the room so groups can move far enough apart during the creating process to enable maximum space for the construction process.

       

      • Show students an image of “Mutual Support” by George Hart. Do not tell students the name of the sculpture.
      • Ask students to work collaboratively to make at least ten objective observations about the sculpture (i.e. color, line, angles, overall shape, etc.).
        • Have students share observations as a whole class.
      • Next, ask students to guess how Hart constructed the sculpture. Have students share ideas as a class. Students should justify their answers by referring to specific things that they can see in the sculpture.
      • Show students the title of the sculpture, “Mutual Support”. Ask students how the design of the sculpture demonstrates the name.
      • Tell students that this is an example of sculpture in the round.
        • Tell students that sculpture is always three-dimensional and that sculpture in the round means that the viewer can walk all the way around the sculpture to view it from all sides.

       

      Work Session

      • Tell students that in this lesson, they will be creating sculptures in the round inspired by the work of George Hart.
      • Introduce the design process to students. 
      • Next, divide students into groups of 2-4.  
      • Begin by demonstrating how to create building sticks by rolling sheets of newsprint from corner to corner using a pencil as a guide. The sticks are fastened at the end with a small piece of masking tape.
        • Each team will need 20 sticks total.

       

      • Ask students to experiment with the types of geometric shapes they can create with the sticks. Tell students that in their actual sculptures, they can bend the sticks to make smaller shapes.
      • Next, have students make a basic drawn design for their sculpture (Grade 8 students should focus on incorporating right triangles in order to utilize the Pythagorean Theorem).
        • Tell students that they will need to start with a triangular or square base.
        • Remind students that a sculpture is always three-dimensional, so their final sculpture should not be flat.
        • Tell students that their sculptures must meet the following guidelines:
          • Sculptures must be made up of geometric shapes. 
          • Constructions must be three-dimensional.
          • All materials must be fully incorporated into the group constructions.
          • Constructions must be able to stand on their own and be transported easily.
      • Students will work intuitively attaching sticks with masking tape until their construction is completed. 
      • Encourage students to be mindful of strong construction, balance, and counter balance. 
      • Once sculptures are complete, students will:
        • Calculate the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes.
        • Grade 8 students will use right triangles in their sculptures to demonstrate a proof of the Pythagorean Theorem in their design and sculptures.

       

      Closing Reflection

      • Students will reflect on the design process. Students should look at their original sketches and observe how their final product changed through the creation process.
        • Students should reflect on the following questions. This can be written or done orally through conversation.
          • How did the design change?
          • Why did the design change?
          • What design choices did you make to ensure that your sculpture could stand on its own?
          • If you were to design and create this artwork again, what would you do differently?
      • Students will present their sculptures to their peers, as a whole group or several small groups can present to each other, and discuss how their design changed from the original design to the final sculpture.

       

      Assessments

      Formative

      Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, collaboration during the design process and sculpture creation, and conferencing with students throughout the creative process.

       

      Summative

      CHECKLIST

      • Students can work collaboratively to create a geometric sculpture in the round that demonstrates geometric concepts.
      • Students can use the design process to design, create, and refine a sculpture in the round.
      • Students can describe their sculpture in mathematical terms.

       

      DIFFERENTIATION 

      Acceleration: Have students write step by step detailed instructions to tell another person how to recreate their sculpture using mathematical concepts. If time permits, two groups can swap instructions and attempt to build each other’s sculptures. Then, the groups should reflect on the results and evaluate the clarity of their written instructions.

      Remediation: 

      • Show students an example of a completed sculpture so that students can visualize the end result. Analyze how the sculpture was created so that students can see the steps needed to create their sculpture.
      • Provide an alternative to creating paper sticks, such as straws.

       

       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. Updated by: Katy Betts.

      Revised and copyright: August 2024 @ ArtsNOW

       

      Back to Modules

      NARRATIVE NECKLACES K-1

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

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

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

      Essential Questions

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

       

      Georgia Standards

      Curriculum Standards

      Kindergarten: 

      ELAGSEKW3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

       

      Grade 1: 

      ELAGSE1W3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

      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.3 Understand and apply media, techniques, and processes of two-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.3 Understand and apply media, techniques, and processes of two-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.C.3.1 Use a combination of drawing, dictating, and writing to narrate a single event or linked events in a logical order.

       

      Grade 1: 

      ELA.1.C.3.1 Write narratives to develop real or imagined experiences. When writing: a. detail events in a logical order using temporal words to signal event order (e.g., before, after); b. include details that describe actions, thoughts, and feelings; and c. provide a sense of ending.

      Arts Standards

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

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

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

       

      Key Vocabulary

      Content Vocabulary

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

      Arts Vocabulary

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

       

      Materials

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

       

      Instructional Design

      Opening/Activating Strategy

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

       

      Work Session

        • Show students examples of collage art by Basquiat, Michel and Rauschenberg (see links in “Additional Resources”).
          • Ask students to compare and contrast the collages. Students should notice how different the artists’ styles are even though they are using the same artform of collage.
        • Tell students that they will be making a collage that tells a story.
        • Have students brainstorm a personal narrative experience. Provide a prompt, if appropriate, for your students, such as, “my first day of school”. Students will need to establish the main plot points–what happened in the beginning, middle, and end.
        • Facilitate a discussion around how pictures, such as illustrations, give us information.
          • 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 these are all images/symbols that communicate meaning.
          • Explain to students that they will be using cardboard tiles and magazine images to represent the beginning, middle, and end of their stories. Each tile will represent something different–one tile for the beginning, one tile for the middle, one tile for the end, etc.
          • Have students brainstorm with a partner how they could represent each of their plot points 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 each part of their narratives.
        • 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, so that no cardboard is showing.
        • Students will complete their collaged pieces by adding a touch of oil pastel to the edges, giving the pieces a border, and seal with a modge podge (or watered down glue mixture).
        • Students will then string their completed pieces onto yarn or raffia, creating a wearable piece of artwork. Remind students to think about sequencing as they choose the order in which they string their collage tiles.
      • Optional: Allow students to add additional decorative elements, such as pony beads, wooden beads, or buttons to give their necklaces more character.
      • Once students have completed their necklaces, each student will write their narrative in paragraph form. Narrative writing should meet the grade level standards criteria.

       

      Closing Reflection

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

       

      Assessments

      Formative

      Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of collage as an artform, discussion of the purpose of illustration and the parts of a plot, artmaking process, and conferencing with students during the writing process.

       

      Summative

      CHECKLIST

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

       

      DIFFERENTIATION 

      Acceleration: 

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

      Remediation: 

      • Reduce the number of elements required in the personal narrative necklace. One way to do this is to focus solely on one part of the narrative that students will show in their necklace; students can select the part they feel is most important.
      • Provide a graphic organizer or sentence starters to help students structure their writing.
      • Allow students to dictate their narrative rather than write it for assessment.
      • Provide pre-cut images for students rather than having them cut them out themselves.

       ADDITIONAL RESOURCES

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

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

      Revised and copyright:  July 2024 @ ArtsNOW

       

      Back to Modules

      Personal Pizza Pies Fun Fractions with Food Art 4-5

      PERSONAL PIZZA PIES: FUN FRACTIONS WITH FOOD ART

      PERSONAL PIZZA PIES: FUN FRACTIONS WITH FOOD ART

      Learning Description

      Think about pizzas that you eat – how are they cut? Usually into fractions, such as eighths! In this lesson, students will learn about the art of Wayne Thiebaud, and then create personal pizza art, cutting their ‘pies’ into fractions. Visual fraction models have never been so fun!

       

      Learning Targets

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

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can use collage to create an artwork demonstrating fractions.
      • I can add fractions with common denominators.
      • I can describe an image in terms of fractions.

      Essential Questions

      • How can a visual art lesson become a teaching tool for mathematics?

       

      Georgia Standards

      Curriculum Standards

      Grade 4: 

      4.NR.4.2 Compare two fractions with the same numerator or the same denominator by reasoning about their size and recognize that comparisons are valid only when the two fractions refer to the same whole.

       

      4.NR.4.6 Add and subtract fractions and mixed numbers with like denominators using a variety of tools.

      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.

       

      South Carolina Standards

      Curriculum Standards

      Grade 4: 

      4.NSF.2 Compare two given fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1 2 and represent the comparison using the symbols >, =, or <.

       

      4.NSF.3 Develop an understanding of addition and subtraction of fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) based on unit fractions. a. Compose and decompose a fraction in more than one way, recording each composition and decomposition as an addition or subtraction equation; b. Add and subtract mixed numbers with like denominators; c. Solve real-world problems involving addition and subtraction of fractions referring to the same whole and having like denominators.

      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

      • Fraction - A way of representing a part of a whole or a division of quantities
      • Denominator - The bottom number in a fraction, indicating the total number of equal parts into which the whole is divided
      • Numerator - The top number of a fraction

      Arts Vocabulary

      • Collage - An artistic composition of materials and objects pasted over a surface to create an image or design.
      • Burnishing - To rub with a tool to smooth or polish
      • Composition - How an artist arranges the elements of art in an artwork; how an artist uses the space in an artwork

       

      Materials

      • 10” x 10” white drawing paper
      • 9” x 9” circle templates
      • Pencils
      • Construction paper
      • Scissors
      • Glue
      • Oil pastels, markers, or colored pencils
      • Butcher paper cut into rectangles

       

      Instructional Design

      Opening/Activating Strategy

      Classroom Tips: Cover the work surface with disposable craft paper for quick clean up — all trash can be rolled up and thrown away. Solicit school community to help to build a magazine collection.

       

      • Introduce the lesson by discussing the art of Wayne Thiebaud, specifically his cakes and pies.
      • Divide students into small groups.
      • Pass the following images out to students:
      • Ask students to make observations about the images. Then, they should describe the images in terms of fractions.
      • Project each image on the board. Ask each group to describe their image.

       

      Work Session

      • Tell students that they will be creating pizza artwork inspired by Wayne Thiebaud. Allow students to share their favorite pizza toppings (teacher can substitute any circular food–pie, cake, etc.).
      • Pass out white drawing paper and 10” x 10” circle templates (students can share templates).
      • Students will trace the circle on their drawing paper and then cut it out.
      • Discuss the art of collage with students. Collage is an artistic composition of materials and objects pasted over a surface to create an image or design.
      • Have students use a pencil to lightly draw out the crust on their pizzas (or other circular food).
      • Next, students will use oil pastels or another medium, such as colored pencils or markers, to color the crust and cheese.
      • Next, have students cut out toppings for their pizzas using construction paper. Students should glue them onto their pizzas, burnishing (or rubbing) the toppings on the pizza to make them stick.
      • Next, have students cut their pizzas into specified fractions, such as quarters, eighths, etc.
      • Place students in small groups of 3-4. Have students write a pizza order as a word problem using each of their pizzas.
        • For example, “Jenn went to a pizza restaurant and ordered two slices of pepperoni, one slice of Hawaiian, and three slices of supreme. How much of a whole pizza did she order?”. Students will add the fractions to determine the answer.
      • Go back to the images of Thiebaud’s work that students looked at at the beginning of class. Have students observe the compositions and how Thiebaud used the space on the canvas. Ask students how the different desserts are arranged.
      • Next, pass out large paper to students. Have students create a composition like Thiebaud’s displaying various pizzas.
        • Students can choose how to display their pizzas–pizzas can be split into individual slices, as whole pizzas, as whole pizzas with a slice or two missing.
        • Students will need to draw in details, such as a display case, plates, etc.
        • Students will then glue in their pizza collages. Students do not have to use every piece of each pizza in their final artwork. 
      • Finally, have students describe their artwork in terms of fractions. For example, 7/24 of the composition is made up of pepperoni pizza slices. Students should simplify fractions when possible.

       

      Closing Reflection

      • Students will share their collaborative artwork with the class and describe it in terms of fractions.
      • Final artwork will be hung together in a class display creating an exciting, educational exhibit.

       

      Assessments

      Formative

      Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of fractions, artmaking process, and ability to express their artwork in terms of fractions.

       

      Summative

      CHECKLIST

      • Students can use collage to create an artwork demonstrating fractions.
      • Students can add fractions with common denominators.
      • Students can describe an image in terms of fractions.

       

      DIFFERENTIATION 

      Acceleration: 

      • Students can make “real” pizzas with food, or fruit pizzas with whipped cream, cutting the pieces and continuing the mathematical discussions.

      Remediation: 

       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. Updated by: Katy Betts.

      Revised and copyright: August 2024 @ ArtsNOW

       

      Back to Modules