Multicultural Grade Level Adaptations

Here are some possible grade level changes for the multicultural unit:

• Melissa Hafen

Grade:  5
Objective:  helping students take pride in their own family culture and appreciate other family cultures.

National Standards
Visual Arts – 5-8.4 – Understanding the visual arts in relation to history and cultures.
Students know and compare the characteristics of artworks in various eras and cultures

State Standards
Visual Arts – 5^th Grade
Standard 1 – The student will explore and refine the application of media, techniques, and artistic processes.
Objective 1  - Explore a variety of art materials while learning new techniques and processes.

• Differentiate between foreground, middle ground, and background in the production of artwork

Standard 3- The student will choose and evaluate artistic subject matter, themes, symbols, ideas, meanings, and purposes.
Objective 2 – Discuss, evaluate, and choose symbols, ideas, subject matter, meanings, and purposes for students’ own artworks.

• Create a symbol to represent the student’s interests or family heritage

Social Studies - 5^th Grade
Standard 1 – Students develop language for the purpose of effectively communicating through listening.

Objective 1 – Develop language through listening and speaking

Social Studies Standards:

Standard 1 - Students develop language for the purpose of effectively communicating through listening.
Objective 1:  Identify their hobbies, talents, likes, and dislikes by using pictures and illustrations from magazines.  Also use the diorama to show how they have changes over time.
Indicator A:  Describe and compare characteristic of self as they have changed over time.
Indicator B:  Allow them to explain this verbally to one another.  (learning to listen and speak to one another)

5^th Grade Visual Arts
Standard 1:  Students will explore and refine the application of media, techniques and artistic process
Objective 2:  Develop understanding of perception
Indicator C:  Using art as symbols to explain self and change over time


Materials Needed:

• White Construction paper
• Colored Construction paper
• Magazines
• Newspaper
• Stickers
• Glue
• Shoebox or other small box
• Markers, crayons and colored pencils

Procedure:
Ask students the question:

• What activities do you like today? 
• What did you like doing in 3^rd grade? 
• What did you like doing in Kindergarten? 

Allow them to make their own list on a handout.  (three columns)

 

Pencil Holding
They have already learned how to hold their pencil and crayon at this point- refresh their memory by having them teach one another. Observe that they are doing it correctly.


Group Discussion
Lead a group discussion after they have completed the hand out.  Talk about what they liked doing in Kindergarten.  Then discuss how they changed in third grade and how they are different today.
Help them begin their picture search.  If they like football or biking now help them find a pictures that coincides with that hobby.


PICTURES OF HOBBIES  

Football

Soccer

Okay ladies and gentlemen, before you begin cutting out pictures, you need to make sure you add a tab to each of your pictures so that it will be able to stand up.

Looks like this:

Once students have done this teach them how to use scissors: This is how you use scissors. Teach students by teaching the whole class first. Then going around to individual tables and demonstrating there.  Use this video as a guide:http://video.about.com/babyparenting/Using-Scissors.htm

Have students cut out some practice pictures first.  As students are working, have them individually assess their ability to use scissors.

Using the following observe and assess your students:

• Where are their fingers?
• Were they able to cut out around the lines?
• Did they use the scissors to just cut the paper?
• Teach about Background, Middleground, and Foreground

Choose three students from the class and have them stand one behind the other from tallest to shortest. The farther apart they can stand the better. Point out that the student standing in the back is the background (ex. a mountain, a faraway tree). The student in the middle is the middle ground, and the child standing in the front is the foreground. Point to each child in the row and have the class answer together "Background, foreground, or middle ground." Then discuss what elements of our landscape would be in the background, foreground, or middle ground. -http://voices.yahoo.com/kids-art-teaching-elements-landscape-222150...

Have students pile the pictures on their paper based on the column it belongs in. 
Once they have completed cutting pictures, have each student turn to another student and explain why they cut out their chosen picture.  Allow them a chance to practice teaching one another as well as listening.
Take Home Project
Tonight Boys and Girls, give your parents this letter.  Then, ask your parent / guardian / whoever is at home the included questions.

     Example letter:

     Dear parent / Guardian,

     In school we are learning about who we are, who we were in 3^rd grade and who we were in Kindergarten.            

     I spend today collecting pictures that describe me that I’ll use to make a diorama with.  Please help      

     remind me of the person I was in 3^rd grade and in Kindergarten.

     Love,

     Jane Girl

Questions

• What was I like in Kindergarten?
• How did I change by the time I was in 3^rd grade?
• How would you describe me today?   

(Next Day)

Listening Skills
Now ladies and gentlemen, I would like to you find a partner and tell each other what you learned about yourself through your guardians help.  Please speak clearly and listen intensely.

Group Discussion
Did any of us stay the same?  No.  We all change day to day and year to year.  We change as individuals.  We change as families and we change as communities.
Who remembers what we did yesterday? Based on the information we received from your guardians, find a few more pictures that would describe you.  Remind your neighbor how sharp the scissors are and how gentle the paper is.
Once students have finished, bring them up to the front carpet. What did you learn about yourself?  What did you learn about the change that people and individuals can make?


Class Story
Ladies and gentlemen, come to the carpet.  I’m going to tell you a story about a boy who changed for the better - a boy who used to only think of himself, but them he realized that he wanted to change and help others more than just helping himself.
This story comes from a the book The Lion and the Witch and the Wardrobe and the boy’s name is Edmund.
As I tell you this story, think of the ways that you would like to change in the future.  How can we become a better person?

The Lion and the Witch and the Wardrobe

Next day
Have them assemble their shoe box.  Placing it on the long side, draw three horizontal lines.  Label the far back line – Kindergarten.  Label the middle line – 3^rd grade.  Label the closest line – 5^th grade.
Examine their skills by seeing if they followed instructions correctly and if they have three piles of pictures for every category.

Creating the Diorama: 

Step 1: Get a Shoebox or another box you can use as a base. The box can be big or little

Step 2: Create the background. Who remembers what the background means? It means in the back. What did we draw on that line?  It was the Kindergarten line.  So, let’s the pictures of things we liked to do in Kindergarten on that line.

Step 3: Create the middle ground. We wrote 3^rd grade on the second line.  What pictures are we going to put on the second line?

Step 4: Created the foreground. What did we write on the line closest to the front of the box?  We wrote 5^th grade. Right?  What pictures are we going to put on this line?

Step 5: Have the students glue the cut out of their name and put it either hanging from the diorama or standing up at the top.

Step 6: Put any finishing touches to make the diorama about you and where you came from.

Step 7: Display and Discuss: Have students walk around the room and look at other dioramas. Have them find three people to both tell and hear about their diorama.
Then continue below:

Assessment 

Have students get into groups of 4 and talk about what they learned about themselves and how they have changed through the years.  How have their hobbies and interests changes and how do they want to change to be better in the future?
Have them also talk about what they learned about foreground, middleground, and background. They can use their dioramas to help.

Conclusion/Show PowerPoint
We would then go into the PowerPoint about the multicultural and queer art theories that we showed in class. This would spark discussions and help the students understand how they have changed and how they all change through our life.  With in every picture, we see different things based on our perception and what we want to see.  This would allow students to speak in front of the class and learn to listen to each other.   For the purpose of 5^th graders, I will use only Norman Rockwell that will help them connect with Kindergarten, 3^rd grade and 5^th grade memories.

 

• Morgan Black
  Grade: 2
  Time Needed: 3 25 minute periods over 3 days
  Objective: Students will take pride in their own family culture and appreciate other family cultures. This will be demonstrated by a diorama that the students created using fine motor skills.
  
  State Standards 2^nd Grade Social Studies Standard:
  Standard 1: Students will recognize and describe how people within their community, state, and nation are both similar and different.
  Objective 1: Examine and identify cultural differences within the community.
       a. Explain the various cultural heritages within their community.
       b. Explain ways people respect and pass on their traditions and customs.
       c. Give examples of how families in the community borrow customs or traditions from other
           cultures.
  2^nd Grade Visual Arts Standard:
  Standard 1: Students will develop a sense of self.
  Objective 3: Develop and use skills to communicate ideas, information, and feelings.
       c. Create, with improving accuracy, works of art depicting depth (e.g., close objects large,
           distant objects small) using secondary and tertiary colors.
  
  National Standards
  K-4 Visual Arts
  Standard 4: Understanding the visual arts in relation to history and cultures
  
• Students know that the visual arts have both a history and specific relationships to various cultures
• Students identify specific works of art as belonging to particular cultures, times, and places
• Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art 

• Mallory Belnap
  Grade: ESL 3-5 Time Needed: 3 25 minutes periods over 3 days  
  Objective: Students will know the meaning of and take pride in their own family culture and appreciate other family cultures. This will be demonstrated by a diorama that the students created. This will provide an introduction for the book “Cut from the Same Cloth”.
  
  English Proficiency
  Entering: Describe self with words and gestures (e.g., features, likes and dislikes)
  Beginning: Compare self with familiar persons (e.g., friends, family members, movie stars) using photographs, pictures or graphic organizers
  Developing: Compare self with characters in literary works using graphic organizers or technology
  Expanding: Compare self with motives or points of view of characters in literary works using graphic organizers or technology
  Bridging: Explain differences between self-motives or points of view and those of characters in literary works using graphic organizers or technology
  
  5^th Grade Visual Arts
  Standard 1.(Making): The student will explore and refine the application of media, techniques, and artistic processes.
  Objective 1. Explore a variety of art materials while learning new techniques and processes.
  Indicator A. Differentiate between foreground, middle ground, and background in the production of artwork.
  
  National Art Standard
  

  NA-VA.K-4.3 CHOOSING AND EVALUATING A RANGE OF SUBJECT MATTER, SYMBOLS, AND IDEAS

  Achievement Standard:
  
• Students explore and understand prospective content for works of art
• Students select and use subject matter, symbols, and ideas to communicate meaning

Materials Needed:
White Construction paper
Colored construction paper
stickers
glue
Mirrors
shoe box or other small box
crayons

Procedure:
Ask students the questions: Who are you? What do you like to do? What do you look like? Make list on board.

*Use this as an opportunity to emphasize body vocabulary (eyes, hair, skin) if your students are entering or beginning students.

Practice speaking and listening in an interview process. Can use worksheet:

Give every two students a mirror and have them look in the mirror to decide on the shapes and colors of their body. What shape is a head? a circle. It looks like this. Check your neighbor make sure your shapes both look like the circle on the board. Let’s draw it together. What shape is a nose? it kind of looks like a triangle. This is how you draw a triangle. Let’s draw it together. What color is your hair? Is your hair curly or straight? This is how we would draw curly hair, this is how we would draw straight hair. What color are your eyes. Could someone come show me on the board how you think we could draw an eye? What color is your skin?

Now that we have what our body looks like, let’s draw pictures of things you like to do. What shape is a soccer ball? A circle. Slide? Looks like a curvy rectangle.  Teach students how to draw the other basic shapes they come up with.

Have students share pictures of themselves with their table.

Tonight, I want you to go home and give your parents this letter and ask your parents/guardian/whoever is at home these questions.

Example Letter:

Dear Parent/Guardian,

    In school we are learning about who we are, where we come from, and about families. Today in school, your child drew a self portrait with what they looked like and what they liked to do. Tomorrow, we would like to do the same for you. Please answer the questions below with your child. Please use simple pictures or words to describe the answers so that your child will remember the next day. Your child will also be asking these questions to a grandparent.

Thank you!

NAME:
Are you a boy or a girl?
What color eyes do you have?
What do you like to do?
What is important to you?
Where do you work?
What color hair do you have?
What color skin do you have?
What language do you speak?
How tall are you?
What did you like to do when you were my age?

(Next Day)

Okay, now I want to go around and have each person tell me something about their family at home. (Go around the room)

Do we all have the same family? No, we all come from different families and the number of people in our families is different to and that is okay. We are all different.

Who remembers what we did yesterday? Review drawing techniques.

Boys and girls, now I want you to do the same thing that we did yesterday about you, but I want you do it for your parents/guardian/etc.

Walk around the room and help out students who need help thinking of ideas or reading their papers.

Once students have finished, bring them up to the front carpet. What did you learn about your parents? Do you think your parents were always the same? What do you think they might have been like when they were your age? Do you look like your parents? Do you like to do some of the same things your parents like to do? Do you think that you are at all like your grandparents?

Boys and girls, come to the carpet. I am going to read you a story about a little boy who was writing a letter to his grandma and she had kind of a hard time. While I a am reading, I want you to think in your mind how you can ask your grandparents some questions

Read Dear Juno. Write list on boards of ideas students come up with of how to ask grandparents questions. Ex: skype or video cam, over the phone, through the mail etc.

Now I want you to ask your grandparents the questions that I had you ask your parents, but I want you to think of two more questions about them that you want to know. Have your parents help you and bring your answers to class next week.

Next day

Repeat above procedure
Okay now that you have finished drawing all of your pictures, we are going to cut them out. But first, you need to add a tab to each of your pictures so that it will be able to stand up.

Teach about Background, Middleground, and Foreground

Choose three students from the class and have them stand one behind the other from tallest to shortest. The farther apart they can stand, the better. Point out that the student standing in the back is the background (ex. a mountain, a faraway tree). The student in the middle is the middle ground, and the child standing in the front is the foreground. Point to each child in the row and have the class answer together "Background, foreground, or middle ground." Then discuss what elements of our landscape would be in the background, foreground, or middle ground. -http://voices.yahoo.com/kids-art-teaching-elements-landscape-222150...

Creating the Diorama:

Step 1: Get a Shoebox or another box you can use as a base. The box can be big or little
Step 2: Create the background. Who remembers what the background means? It means in the back. Boys and girls where do you think the background goes?  Point to the back of the shoebox. We are going to go the farthest back in our family. Who in your family is the oldest that we talked to? Your grandparents!

In the back of the diorama you can add colored paper and then put in the pictures you drew of your grandparents and  put what they like to do using pictures or stickers.

Step 3: Create the middle ground. Who remembers what middle ground means? It means in the middle. Boys and girls what do you think we are going to put in the middle? Your parents.

In the middle of the diorama, add your parents and what they liked to do using hand drawn pictures or stickers. You can either hang the pictures from the top of the shoebox or glue them to the bottom.

Step 4: Created the foreground. Who remembers what the foreground is? It means in the front. Boys and girls what do you think we are going to put in the foreground? Pictures of you!
Have the students glue down pictures of themselves and what they like to do using hand drawn pictures or stickers.

Step 5: Have the students glue the cut out of their name and put it either hanging from the diorama or standing up at the top.

Step 6: Put any finishing touches to make the diorama about you and where you came from.

Step 7: Display and Discuss: Have students walk around the room and look at other dioramas. Then continue below:
Have students get into groups of 4 and talk about what they learned about themselves, their parents, and their grandparents. Have them also talk about what they learned about foreground, middle ground, and background. They can use their dioramas to help. 

Next day(s)

Talk about culture and how each culture is different. Just like all the students in this class are different, cultures are different.

READ CUT FROM THE SAME CLOTH. Particularly use pictures and different voices to help increase understanding. Consider splitting up the book to a story a day.

Assessment:

Have the students create another diorama for their favorite story from Cut from the Same Cloth. Ask the students how that diorama is different from their own. Have them get into groups of 4 and discuss how each culture is different. Have them share their favorite story from the book and why.

• Danielle Fairbanks

Grade: 1^st
Time Needed: 3 25 minutes periods over 3 days

Social Studies Standards:
Standard 1(Culture): Students will recognize and describe how schools and neighborhoods are both similar and different.
Objective 1: Recognize and describe differences within their school and neighborhood.
b. Share stories, folk tales, art, music, and dance inherent in neighborhood and community traditions.
c. Recognize and demonstrate respect for the differences within one’s community.
d. Recognize and describe the importance of schools and neighborhoods.

1^st grade Visual Arts
Standard 2: Students will develop a sense of self in relation to families and community.
Objective 3: Express relationships in a variety of ways.
c. Create and perform/exhibit dances, visual art, music, and dramatic stories from a variety of cultures expressing the relationships between people and their culture.

National Art Standard

• Whitney Gasser
  Grade: 3^rd
  Time Needed: Two 45 minute blocks
  Objective: Students will take pride in their culture and appreciate other cultures through music and art. This will be demonstrated as they decorate a Ukrainian Easter Egg
  3rd Grade Social Studies Standards:
  Standard 2  Students will understand cultural factors that shape a community.
  Objective 1
  Evaluate key factors that determine how a community develops.
  
• Identify the elements of culture (e.g. language, religion, customs, artistic expression, systems of exchange).
• Describe how stories, folktales, music, and artistic creations serve as expressions of culture.
  

3rd Grade Visual Arts
Standard 4
(Contextualizing): The student will interpret and apply visual arts in relation to cultures, history, and all learning.
Objective 1
Compare the arts of different cultures to explore their similarities and diversities.

1. Describe why different cultures may have used different materials to create their arts and crafts.
   National Art Standard 

1. Content Standard:  Understanding and applying media, techniques, and processes
Achievement Standard:
Students
a. know the differences between materials, techniques, and processes
b. describe how different materials, techniques, and processes cause different responses
c. use different media, techniques, and processes to communicate ideas, experiences, and
stories
use art materials and tools in a safe and responsible manner