OBJECTIVES:
The student should be able to:
• Social Studies:
GLE: 50 The learner will identify and describe the significance of various landmarks and symbols.
(H-1C-E2)
GLE: 51 The learner will identify cultural elements (crafts, customs, music, folklore, etc.) of a local community. (H-1C-E4)
GLE: 28 The learner will identify a community issue and describe how good citizenship can help solve the problem. (C-1D-E5)
• Language Arts:
GLE: 11 The learner will relate to real life. (ELA-1-E6)
GLE: 45a The learner will give oral responses- telling stories and personal experiences. (ELA-4-E5)
GLE: 20b The learner will ask questions about text including how and why.
(ELA-7-E4)
TIME: 60 minutes
MATERIALS
Appendices A-C
T.V.
picture of petroglyphs
brown paper bags or brown parcel paper, construction paper 12 x 18
tape
colored chalk
hairspray
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The students study petroglyphs in a story called “Anthony Reynoso: Born to Rope”. Petroglyphs are ancient rock engravings in which the images are scratched, incised or pecked into it. Some are abraded or rubbed, and some have cross-hatched textures that are chiseled across the surface. The students will apply the skills and information of petroglyphs by creating their own cave art.
The teacher will read the following text and ask the students to imagine…You have been walking along a path and you stop to look at all the beautiful things in nature such as the colorful flowers, the luscious trees, the clear blue sky, etc. You also notice some odd shape rocks off in the distance. As you continue on your walk, you decide to move closer to the wall of rocks. Once you reach the wall and push away some of the overgrown bushes and shrubs, you see a picture on the wall. It is the figure of a man holding a bow and arrow and symbols of horses and other animals. Questions begin to enter your mind. Who painted this? When was it painted? What does it mean? What was its purpose? A class discussion will follow.
ACTIVITY:
Teaching Model: The teacher will explain that throughout the Southwest, many people have discovered rock art with some of the most common being petroglyphs or images that are carved into rock surfaces. The teacher will discuss the many reasons the ancient people made rock art:
to achieve power in hunting
to provide calendars that marked important events
to educate the young
to use in religious ceremonies
most importantly, to communicate messages
The teacher will show examples of petroglyphs to students.
Guided Practice: The teacher and students will be “Symbol Sleuths” by writing the meanings of common Western symbols.
The teacher and students will continue to be “Symbol Sleuths” by writing what they think could be the meaning of ancient Native American symbols. (Appendix C)
Independent Practice: To create a “cave-like” atmosphere, the teacher will turn off the classroom lights and have students place crumpled brown paper which resemble rough rock on the walls around the room. Using the resource handout, (Appendix C) the students will draw art images using colored chalk on the crumpled brown papers. The students will be reminded to cluster the images that they create. The teacher will mat the rock art on a piece of 12 X 18 inch white or construction paper. The finished product can be displayed or bounded into a big book.
Closure: The students will compare their work with the petroglyphs of the Southwest Indians. The students will discuss the symbols that they used as well as the story it tells by writing a paragraph in their journal.
EVALUATION/ASSESSMENT:
Formative: The teacher will monitor students during guided practice by checking each student to make sure they are completing the assignment. The students’ artwork project will be used to determine if a need for reteaching exist.
Summative: A weekly reading test will include multiple choice and short answer discussion in which students will be expected to identify petroglyphs in context.
ART CONTENT/CONCEPTS:
Visual Arts: Creative Expression GLE’s 1, 2, 3, 4
The learner will explore and identify imagery from a variety of sources and create visual representations. (VA-CE-E1)
The learner will use vocabulary and the elements and principals of design to convey the language of art (create and discuss own artwork). (VA-CE-E3)
The learner will experiment to create various art forms, including art forms from other cultures. (VA-CE-E4)
Visual Arts: Aesthetic Perception GLE’s 1, 3, 2, 4
The learner will recognize that there are many possibilities and choices in the processes for designing and producing visual arts.
(VA-AP-E4)
The learner will identify where and how the visual arts are used in daily life and in the community. ( VA-AP-E6)
Visual Arts: Historical and Cultural Perspective GLE’s 1, 2, 3, 4, 5
The learner will identify the subject, basic style, and culture represented by various works of art. (VA-HP-E1)
The learner will recognize universal symbols and how works of art communicate a universal language. (VA-HP-E2)
The learner will identify art images and themes from the past and present and discuss historical differences. (VA-HP-E3)
Visual Arts: Critical Analysis GLE’s 1, 4
The learner will identify images, colors, and other art elements that have specific meanings in cultural contexts. (VA-CA-E2)
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Writing GLE’s:
1. GLE 28 The learner will participate in group writing activities and processes including:
Using prewriting strategies, including listing, brainstorming, and drawing to generate ideas for writing.
Planning for writing by completing a partially completed graphic organizer.
Writing a first draft of a story, letter, or description using complete sentences.
Conferencing with a teacher or peers about how to improve writing and incorporate ideas into a final paper.
Revising/editing own writing in first draft.
Creating individual and class written texts for publication (ELA-2-E3)
(Comprehension, Application, and Synthesis)
GLE 29 The learner will independently write a variety of grade-appropriate compositions including:
Simple letters, notes, and stories.
Simple informational descriptions.
Simple rhymes and poems. (ELA-2-E4)
(Comprehension, Application)
Visual Arts Benchmarks:
1. (Creative Expression) The learner will explore and identify imagery from a variety of sources and create visual representations (2,3) (VA-CE-E1) (Comprehension, analysis)
2. (Creative Expression) The learner will draw on imagination, individual experience, and group activities to generate ideas for visual expression (1,4,5) (VA-CE-E5) (Synthesis).
3. (Aesthetic Perception) The learner will explore the beauty in nature and discern images and sensory qualities found in nature and art. (1,2) (VA-AP-E3) (Analysis).
4. (Historical and Cultural) The learner will recognize universal symbols and how works of art communicate a universal language (1,4,5) (VA-HP-E2) (Knowledge).
5. (Critical Analysis) The learner will express and explain opinions about visual works of others using basic art vocabulary (1,40 (VA-CA-E4) (Comprehension).
6. (Critical Analysis) The learner will express interpretations about works of art and give supporting reasons. (1,4) (VA-CA-E5) (Comprehension, Application)
Use standard English punctuation (ELA-3-E2)
Participate in group writing activities and processes (ELA-2-E3)
Write a legible sentence demonstrating proper figure grounding on a line and appropriate spacing between words (ELA-3-E1)
Capitalize the first word of a sentence, names of people, the pronoun I, and the names of months and days (ELA-3-E2)
Use the singular and plural forms of high frequency and commonly used words (ELA-3-E3)
Identify and use a subject and a verb when writing a complete sentence (ELA-3-E3)
Identify and use knowledge of parts of speech (ELA-3-E4)
Spell grade appropriate words (ELA-3-E5)
Create phonetically spelled written work that can be read by the writer and others (ELA-3-E5)
Spell unfamiliar words using various phonics strategies (ELA-3-E5)
MODIFICATIONS | ACCOMODATIONS:
The teacher will call on students homogeneously regardless of gender, culture, race, ethnic background, etc.
VARIATIONS | ENHANCEMENTS:
A discussion about preservation of art can take place. The students can research cave art to find out how they are in serious danger of being destroyed due to animals as well as people who rub against them and what can be done to protect these wonderful works of art.
TEACHER REFLECTION:
I originally planned to complete this lesson in one hour. After thinking about what would be involved, I decided that this would not be enough time to finish all aspects of the lesson. So I broke the lesson up into two parts. On the first day of teaching, I took the student on an imaginary walk down a path. We pretended to see all the beautiful things in nature. The students enjoyed explaining about what they had experienced, too. The students had no idea that I had placed a picture of cave art in the back of the room earlier that morning. They were astonished to see the picture that I found on my pretend walk “on the path” around the class room. It was a great spring board to this lesson. Going on a real nature walk would have been a great attention getter also. The students enjoy viewing many pictures of petroglyphs that I had found on the internet. They especially benefited from the discussion that took place about what they thought what each symbol stood for in the art. The students were very involved in comparing modern symbols with ancient symbols. There were many modern symbols the students easily recognized such as “the golden arches” and a stop sign, while I had to explain the meaning and significance of other modern symbols such as “man” and “woman”. The students were excited about drawing their own symbols as well as giving each symbol as meaning. They were allowed to use these symbols on the following day when they actually created the cave art. On the second day, the students were given a piece of brown wrapping paper used to cover packages. Brown paper bags would also work very well. I had precut each piece before class. Each student was given the task to crumple the piece of paper into a ball. I think some of the students thought that I wanted them to throw the paper away because that’s what we do with the trash. After smashing the paper into a tiny ball, they were instructed to unroll it and flatten it out. I explained how this would be the rock wall where they were going to draw the cave symbols. To make the room more “cave-like”, I decided to turn off the lights. I allowed to the students to tape their brown paper anywhere in the room. Some students used the wall, the chalkboard, the back of a desk, a table, etc. The students work very quietly. I reminded them that the picture they were creating had to tell a story. A number of pictures were about hunting and fishing. Some of the girls created pictures of women planting crops. It was very interesting to see how unique each student’s picture was. After the pictures were completed, the students return to their desk and wrote a story to tell about the cave art. The students were very proud to share their stories with others. Spraying over the art work with hairspray makes the chalk not smear.
REFERENCES:
Aujoulat, Norbert. "The cave of Lascaux." Ministère de la culture et de la communication - mars 2008. 9 Mar. 2008 <http://www.culture.gouv.fr/culture/arcnat/lascaux/en/>
Beck, Isabel L, Farr, Roger C., Strickland, Dorothy S. (2005). Harcourt Banner Days. 228A- 249T. Orlando, FL. Harcourt.
"Petroglyphs Pictographs Cave Paintings Geoglyphs - Crystalinks." Crystalinks Metaphysical and Science Website. 9 Mar. 2008 <http://www.crystalinks.com/petroglyphs.html>
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