TIME: One
90 minute period
MATERIALS:
- basal reading story
- white paper bags
- color pencils
- popsicle sticks
- glue
- PowerPoint (Appendix 1)
- projector
- computer
- examples of art techniques (Appendix 2)
- head of the Chinese dragon
created by teacher using a white paper bag
- rubric
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher displays a PowerPoint (attached)
of different Chinese works of art, explaining to the students that this
will be used later on in the lesson.
ACTIVITY:
A cassette tape of the basal story [add
story name and cite so folks can locate it] is played for the class.
Students are asked to listen particularly for details given in the passages.
Once the story is finished, the teacher asks the students to recall details
from the story about Chinatown or the customs of the people. The teacher
then explains that there are specific details that surround us on a daily
basis. These details are what give each object and person the characteristics
they possess. Without details the world would be very dull and repetitive.
Once again, the teacher shows the PowerPoint and discusses the details
in the drawings or works of art.
The teacher leads a class discussion about the Chinese Dragon – e.g.,
what it is used for, how it is created, what it looks like. The teacher
then explains to the students that they will be creating their own “Chinese
Dragon” using specific techniques to complete the project. The
teacher gives each student a sheet of paper with examples of basic art
elements: curvilinear and rectilinear lines, warm and cool colors. The
teacher describes each element from the sheet of paper.
The teacher gives each student a white paper bag (NOTE: The teacher cuts
off the bottom portion of the paper bag before giving them to the students.)
Students are asked to cut the paper bag straight along the seam and open
it flat on the table or desk. (It is easier to color the bag and complete
the project if the bag is flat on the surface.)
Students are asked to use the techniques discussed previously to decorate
their dragon section. The teacher may divide the students into smaller
groups, and assign specific techniques to each group (e.g., warm colors
to one group, cool colors to the other).
Students are allowed to work for approximately 30 minutes to complete
their project. Once they are finished, the teacher picks up all materials
used, and only the paper bag should remain on the work area. The teacher
then asks questions about the details of the students’ work using
the vocabulary associated with the art techniques utilized. Ex. The teacher
may ask those students who used curvilinear lines to stand up and show
their composition. Once these students sit, the teacher may ask for all
students who used geometric shapes to stand. This may continue for 5-10
minutes. One student at a time will give his/her project to the teacher,
so that she can glue the bags together. This will create the class “Chinese
Dragon” to be displayed in the second grade hallway for a period
of time. The teacher will attach the head to the dragon before displaying
the final project.
.
EVALUATION/ASSESSMENT:
The students receive a rubric to use in judging their work as they complete
the project. The teacher will also conduct observations while the students
are working
GRADE
LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Louisiana 2nd Grade English Language Arts GLEs:
11 Make statements about how previous reading and life experiences relate
to information read in texts (ELA-1-E6)
Louisiana Visual Arts Content Standards Benchmarks:
VA-CE-E4 Experiment to create various art forms, including art forms
from other cultures
VA-CE-E5 Draw on imagination, individual experience, and goup activities
to generate ideas for visual expression
VA-AP-E1 Use elements and principles of design and basic art vocabulary
for expression responses to the work of others
VA-HP-E1 Identify the subject, basic style, and culture represented by
various works of art
TEACHER'S REFLECTION:
The concept of the lesson was really great, but there was too much to
be taught at one time. If the students had previously been taught all
or some of the vocabulary, the lesson would have flowed a little smoother
than it did. The students enjoyed the lesson and creating the dragon,
but they were confused about the terminology. I would teach this lesson
again, but I would have the vocabulary established before teaching this
lesson. .
GALLERY
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