OBJECTIVES:
The learner will
- The student will choose to become a producer of goods or of services needed within their community.
- The student will use elements of art composed in a creative work depicting their occupational choice.
MATERIALS:
plain white 12 x 12 cardstock
blank 8 x 10 white paper
pencils
pencil colors
oil chalks
markers
colors
construction paper sheets and construction paper blocks for matting letters or words
rulers
computer(s) with printer.
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
NOTE: Students have previously created a value scale, using hatching and cross-hatching. They have used colors in French lessons focused on the objective use of colors. We have discussed the subjective use of colors in previous Reading stories. Students have observed the use of illustrations to add to the comprehension of a story. They have noticed the layout, the background, and the subtle use of "picture clues".
Introduction: Task Focus (Attention Grabber) Teacher will have students close their eyes as she rattles a bag of coins. Students identify the sound of money and the fact that money is used to buy goods and services one needs
ACTIVITY:
The teacher leads students in a discussion about people who make or
sell goods and people who provide services. Teacher then asks students
to imagine that they owned a shop, a store, a beauty salon, or they were
a mailman, a teacher, or a coach, etc.
As students make their individual choices, teacher will print any word or words needed in hollow block letters. With more than one computer in the classroom and a minimum of previous computer use for group projects, students can choose and print their own block letters.)
Students will be given a 12 x 12 cardstock to use for their art poster. They will use the block letters to identify their occupation choice, and will complete the composition by adding key elements of the occupation to illustrate it. For example, a "teacher" may draw a picture of the teacher in front of a chalkboard with block letters naming a school or classroom in school colors, then include teacher tools (such as pointers, pencils, a desk) and/or classroom elements. Students will choose the pictures and composition of their poster to create an interest in the flow of movement in their elements. Their compositions will express their concept of themselves in tomorrow's economic world. An observer can look at their poster and know what they have chosen.
EVALUATION/ASSESSMENT:
Teacher observation will focus on student participation and performance on assigned creative work of art. Student posters should contain creative expression, individual layouts with a sense of balance, movement, and harmony, neat work and wording that conveys a clear message of their "economic concept" of themselves. The posters should be self-explanatory as to student choice.
ART CONTENT/CONCEPTS:
Color and placement of artistic elements to give the composition movement, balance, and harmony.
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Louisiana Comprehensive Curriculum
Economics- Goods and Services from UNIT 5 of Louisiana Social Studies
Comprehensive Curriculum: Aspects of a Community: Its Economics
Louisiana Second Grade Social Studies GLEs
30: Identify examples of scarcity in the local community. (E-1A-E1)
33: Identify a producer and a consumer and their roles in the community.
(E-1A-E5)
42: Identify individuals or groups in the community who have started
new businesses. (E-1B-E3)
National Standards for Arts Education
Visual Art
1: Understanding and applying media, techniques, and processes.
6: Making connections between visual arts and other disciplines.
Theatre
2: Acting by assuming roles.
TEACHER'S REFLECTION:
Given a variety of media, students were quite creative and had diverse projects.
- It took more time than anticipated.
- The hands-on activity had a positive “memory” key for student retention of the terminology (both art and economics).
- Work in a simple sequence. Teacher modeling is a good way to show the activity.
- Students enjoyed the freedom of being in charge of their own creation. They worked diligently.
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