- Morgan Black
Time needed: 45 min.
Objective: Students will understand how art can be a tool for teaching by seeing instrumentalist art samples, analyzing the lesson taught by El Anatsui’s art and creating their own artwork from recyclable or reusable materials.
State Standards:
Social Studies - Grade 3
Standard 1: Students will understand how geography influences community location and development.
- Objective 3
Analyze ways cultures use, maintain, and preserve the physical environment. - Describe ways to conserve and protect natural resources (e.g. reduce, reuse, recycle).
Language Arts – Grade 3
Standard 3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
National Standards:
Fine Arts- Grades K – 4
Standard 6: Making Connections Between Art and Other Disciplines.
- Students identify connections between the visual arts and other disciplines in the curriculum.
- Mallory Belnap
Time needed: 45 min.
Objective: Students will understand how art can be a tool for teaching by seeing instrumentalist art samples, analyzing the lessons taught in some books that use art, and creating their own work or art that will convey a lesson using found objects.
State Standards:
Language Arts (ESL)
Entering: Point to letter combinations, words, parts of books or illustrations in response to teachers’ reading of illustrated books to show comprehension
Beginning: Gesture during shared reading of illustrated stories or trade books (e.g., giving thumbs-up/thumbs-down signals) to show comprehension
Developing: Follow directions (e.g., create word families or word walls) in response to group reading of illustrated stories or trade books to show comprehension
Expanding: Respond non-verbally to teachers or peers (e.g., during guided reading) to demonstrate comprehension strategies
Bridging: Connect information from oral reading of grade-level material to demonstrate comprehension strategies (e.g., “Show me two sentences that go together.”)
Mathematics (ESL)
Entering: Identify large whole numbers from pictures and models (e.g., “This number has 7 places.”)
Beginning: Identify large whole numbers from pictures or models and phrases or short sentences
Developing: Sort examples of large whole numbers from pictures or models and text (e.g., those more than and less than one thousand)
Expanding: Compare examples of large whole numbers presented in pictures and text
Bridging: Match situations to use of large whole numbers from grade-level text
National Standards:
Fine Arts: Making Connections Between Art and Other Disciplines.
#6. Students identify connections between the visual arts and other disciplines in the curriculum.
Communication (Language Arts):
1. Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Lesson:
Materials needed:
Powerpoints
Caldecott award winner books
Paper
Glue
Found objects (some from outside, or from sample box, in backpacks…)
1) Have a lesson on prepositions – here is a website with good worksheets
You will most likely be using the curriculum book given
(The art part of the lesson is a reiteration of what they learn through traditional classroom study)
2) Prepositions: Artwork is a great tool to visually illustrate (no pun intended) many prepositions. Instead of trying to explain verbally, you can use art to show.
Explain instrumentalist theory: art is used as a tool for teaching. Explain that we will be using art to understand prepositions.
See examples from Eugene Delacroix, Francisco Goya, Norman Rockwell, Frank Lloyd Wright, and some multi-cultural pictures that can be added. Many of the students will be from different cultures – try to find pictures they might relate too. Also, culturally expand their art exposure. Point out different examples of prepositions like the ones listed. This will be a practice so they can do it later on in groups.
Note: Check with your school’s administrators and parents to see if some of these images would be allowed to be displayed.
Diego Rivera, 1886-1957, Flower Vender
The girl is in front of the flowers.
The flowers are behind the girl.
Algerian Women in Their Apartments, by Eugene Delacroix.
This woman is next to this woman.
This woman is leaning on the wall.
This woman is sitting on the rug.
The Problem We All Live With, by Norman Rockwell
This girl is walking with these men.
This girl is walking behind these two men.
Tomato is on the wall.
The paper is in his pocket.
Peter Pumpkin Eater, by Maxfield Parrish
The woman is on the pumpkin.
The man is sitting in the chair.
Her legs are behind the pumpkin.
His hat is on his head.
Soichi Watanabe, The Prodigal Son Returns
This man is in front of this man.
This man is behind this man.
His arms are around his son.
The Great Wave, by Hokusai
The wave is above the boat.
The mountain is behind the water.
The boat is on the water.
This woman is behind this woman.
This woman is stirring with a stick.
They have hats on their heads.
- Ally Adams
Time needed: 45 min.
Objective: Students will understand how art can be a tool for teaching by seeing instrumentalist art samples, analyzing the lessons taught in some books that use art, and creating their own work or art that will convey a lesson using found objects.
State Standards:
Language Arts Standard 1 (Oral Language): Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting.
Objective 2b
Develop language through viewing media and presenting. Use a variety of formats (e.g., drama, sharing of books, personal writings, choral readings, informational reports) in presenting with various forms of media (e.g., pictures, posters, charts, ads, newspapers).
Social Studies Standard 1
Students will understand how geography influences community location and development. Objective 3e
Analyze ways cultures use, maintain, and preserve the physical environment. Make inferences about the positive and negative impacts of human-caused change to the physical environment.
National Standards:
Fine Arts: Making Connections Between Art and Other Disciplines.
#6. Students identify connections between the visual arts and other disciplines in the curriculum.
Communication (Language Arts):
1. Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
- Whitney Gasser
Time needed: 45 min.
Objective: Students will understand how art can be a tool for teaching by seeing instrumentalist art samples, analyzing the lessons taught in some books that use art, and creating their own work or art that will convey a lesson using found objects.
State Standards- Math:
Measure lengths indirectly and by iterating length units.
1. Order three objects by length; compare the lengths of two objects indirectly by using a third object.
Objective 3 in Language Arts: Develop and use skills to communicate ideas, information, and feelings.
National Standards:
Fine Arts: Making Connections Between Art and Other Disciplines.
#6. Students identify connections between the visual arts and other disciplines in the curriculum.
- Kaylee Jensen
Subject: Mathematics
Time needed: 45 min.
Objective: Students will understand how art can be a tool for teaching by seeing instrumentalist art samples, analyzing the lessons taught in some books read to the class, and creating their own work or art that will convey a lesson using found objects.
State Standards:
Standard 1 in Mathematics: Students will acquire number sense with whole numbers and fractions and perform operations with whole numbers.
Objective 3 in Language Arts: Develop and use skills to communicate ideas, information, and feelings.
Standard 3
Objective 1 Investigate and report conditions that affect plant growth.
Core Standards of the Course
Domain: Operations and Algebraic Thinking
1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1National Standards:
2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Fine Arts: Making Connections Between Art and Other Disciplines.
#6. Students identify connections between the visual arts and other disciplines in the curriculum.
Communication (Language Arts):
1. Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Materials:
-Michael Recycle book
-lots of recycled materials:paper bags, cans, etc.
-glue, tape, markers
-leftover crayons-preferably crayons that are already broken and were going to be thrown away
Lesson:
-Before class, ask parents to send in recycled products from home including ribbon, or anything they were going to throw away. Also, go to the nearest recycling center and pick up some recyclables to use in case a student forgets.
-First read children the book Michael Recycle by Ellie Bethel. Explain to students the importance of recycling and the effects is has on the environment.
-After reading the book, divide the class up into 4 groups. Each group will make a monster that will eat the recyclables in the classroom. when the paper bag is full, it will be distributed to main recyclable bins.
-Ask students if they have any ideas of how they can recycle things commonly used in the classroom such as leftover crayons. Show them how you can make more crayons from the leftover crayon bits and you can even store them in empty medicine capsules. Let the students color with the recycled crayons to show how completely normal the product is.
You can also show them how to recycle old markers.
-View video from El Anatsui, and his art using found objects. He teaches something through his pieces. How many bottle caps did you think he used? Have students work in groups to count a section of the picture below in groups of 10. Find how many are in the total picture.
Question: What do you think he is teaching through his art?
-Give the students the recycled products and ask them to create
their own pieces of art. They can use the products to make a certain
animal or try to make it look like a representation of something, or
they can use their imagination to create something entirely new.
-In conclusion, ask students to count how many recyclable products they used in all. Have them fill out a sheet that mentions every product they used. As a class, count up all the products used in total to show students how many products they recycled into beautiful and creative art instead of simply throwing it away.
- Danielle Fairbanks
Time needed:45 min.
Objective:Students will understand how art can be a tool for teaching by seeing instrumentalist art samples, analyzing the lessons taught in some books that use art, and creating their own work of art that will convey a lesson using found objects.
State Standards:
- Mathematics: Students will add and subtract fractions with unlike denominators.
- Language Arts: Standard 7: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty, of a text.
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