ResourceGuide20

07-2

008

Title I Program of the Lafayette Parish School System

& Acadiana Arts Council

Children’s artwork is quite revealing of who they are: their observations, their dreams, their understandings of the world and the processes that make it so. As you view the vibrant and evocative children’s artwork throughout this guide, you will intuitively understand the power of children’s artmaking to connect them meaningfully with their world and with their learning. Their artwork lays down a record of what they know and are able to do not only in the arts, but in disciplines across the curriculum.

The lesson plans contained within this guide are based on Louisiana standards and benchmarks. Teaching artists-in-residence in the PACE (Primary Academic and Creative Experiences) program conceived and implemented the lessons with students in pre-kindergarten through third grade. Photographs of their students’ completed artwork accompany the lessons and add the worth of a thousand words!

The PACE program was originally developed in 2000 to assist schools in establishing instruction that richly integrated the arts. Through the collaborative efforts of teaching artists, educators and the community, this program facilitates artists’ residencies in elementary schools. Each residency is intended to bring together practicing artists and teachers to learn from each other while they both teach and learn from their students. Working in the areas of visual and performing arts, the PACE teaching artists coordinate lessons with other content areas. All art forms introduced are foundational and sequential in presentation. The teaching artists deliver developmentally appropriate art instruction to their young students.

Classroom teachers also play an active role in the arts-integrated lessons. Each teacher provides grade-level information necessary for the artist to design activities that focus on the targeted curriculum. They also participate actively with the teaching artist throughout the activities and lessons. The PACE pro-gram has evolved into a true collaboration between teaching artist and classroom teacher.

During the 2007-08 school year, the Lafayette Parish School System placed the PACE program in eighteen Title I public schools. The Acadiana Arts Council and the Lafayette Parish School System continued their partnership to collaboratively design the program and address the needs of students, teachers and teaching artists.

By giving young students the opportunity to learn about the arts and to make connections to language, math, science and social studies through the arts, we believe that we help them to develop their minds more fully and to experience the world more broadly.

Sandy Hebert LaBryInstructional Supervisor

English, Foreign Languages and Visual Arts

Lafayette Parish School System

Bree SargentArts in Education

CoordinatorAcadiana Arts Council

Renée RobertsEducation Director

Acadiana Arts Council

Katherine LandryDeputy Superintendent and

Chief Academic OfficerLafayette Parish School System

Burnell Lemoine Superintendent of Schools Lafayette Parish School System

IntroductionEvery child is an art-ist. The problem is how to remain an artist when he grows up.- Pablo Picasso

The PACE Resource Guide is the result of the work of many creative and dedicated individuals. While PACE is funded through the Lafayette Parish School System’s Title I Program, the school system gratefully acknowledges the Acadiana Arts Council’s Arts-in-Education staff Renée Roberts and Bree Sargent for their collaborative work in implementing PACE. From recruiting and scheduling artists-in-residence to designing professional development for them, and organizing exhibitions of the students’ artwork, their efforts are broad and foundational in the structure and realization of the program. For their work we are grateful.

For the organization and support of PACE at their schools, we thank principals Sandra Billeaudeau of Boucher, Loretta Williams Durand of Charles Burke, Kathleen Anderson of Carencro Heights, Sueline Wiltz and Jed Hebert of Katherine Drexel, Katherine Rayburn of Duson, Madeleine McNulty of Evangeline, Carol Mays of J.W. Faulk, Gina Cahee of G. T. Lindon, Rosemary Landry of L. Leo Judice, Christine Duay of Live Oak, Nelda Broussard of Montgomery, Janice Moncrief of Myrtle Place, Kelli Clause of Ossun, Kay Marix and Anne Herrmann of Plantation, Gwen Lewis of Prairie, Cathy Fulcher of Ridge, Lisa Thomas of Westside, and Vera Shanklin of Woodvale. In addi-tion to these administrators, principals Carol Vital of the Career Center, Dana Schmersahl of J. Wallace James, and Joan Daley of Truman incorporated PACE into the LA4 classes on their schools’ campuses. They and their faculties forge the partnerships with artists that bring synergy to the project.

We especially thank the PACE teaching artists: Danielle Bacqué, Jeni Battaglia, Jill Broussard, Lian Cheramie, Ashleigh D’Aunoy, Troy Dugas, Alicia Faciane, Tanya Fal-gout, Roz Fisher, Dallas Gardinier, Jared Guidry, Jennifer Herbert, Paige Krause, Marla Kristicevich, Sasha Nick, Joli Noel, Deborah Simeral and Dave Trainer. Weekly they provided 228 classes of students with integrated visual and performing arts lessons and worked reciprocally with classroom teachers to reinforce learning across the curriculum. Without them PACE could not exist.

The continuation of PACE would not be possible without the commitment of Superintendent Burnell Lemoine whose belief in the promise of integrated arts instruction provided the original impetus for the program in 2000. Through his commitment PACE has grown and attained exceptional success in its eight years. Thanks also go to Lafayette Parish school system staff Katherine Landry, Deputy Superintendent and Chief Academic Officer; Phyllis Bartlett, Director of Federal Programs; Louise Char-gois, Director of Curriculum and Instruction; and Sandy LaBry, Supervisor of Visual Arts, who all contribute in measure to the administration and management of the project.

Finally, immense thanks go to teaching artist Jill Broussard for her expertise in editing the lessons contained within this resource guide, and to Naomi Celestin who chan-neled her creativity and energy into the production of the guide and linking it to the websites of the Lafayette Parish School System and the Acadiana Arts Council.

Acknowledgements

To access the lesson plans online, visit:

www.lpssonline.com www.acadianaartscouncil.org

Table of Contents

Project Title Page

Paper Weaving 6 - 7

Mixed Media Self-Portraits 8 - 9

Build a House 10 - 11

Pattern Quilt 12 - 13

Stone Soup 14 - 15

Warm & Cool Cityscapes 16 - 17

What’s with All the Drama? 18 - 19

Egyptian Portraits 20 - 21

Painted Sunflowers 22 - 23

Acadian Architecture 24 - 25

Keepsake Quilt 26 - 27

Body in Motion Collage 28 - 29

For your convenience, all lesson plans found in this booklet can also be accessed on the

Internet through the PACE Online Resource Guide. Lesson plans can be downloaded

individually as PDFs, or you may print complete versions of this booklet. This online

resource will be updated each year as artists and educators continue to develop

positive and meaningful educational experiences in the arts. You can access the

PACE Online Resource Guide by visiting:

http://www.lpssonline.com

http://www.acadianaartscouncil.org

Paper WeavingSuggested Grade Level : 2, 3Time Frame: Two 30-minute art classes

Overview: Students learn and recognize weaving in their environment and other cultures. They create a weaving with colorful strips of paper. Students maintain a learning log to record new understandings, processes, and reflections of their experience.

Materials:

12”x18” construction paper (one per student)

1”x12” strips construction paper (10 per student)

pencils

rulers

scissors

Variations: Students use colors to create specific patterns. The paper loom can be cut using wavy lines as well as straight. Strips of paper can be decorated with crayons and/or markers before they are woven. Embellishments can be added to the final woven piece using small paper pieces as shown in the sample work of art. For younger students, the loom can be smaller to weave only 3 or 4 strips.

Art Standard: Historical Perspective; Creative Expression

Arts Benchmark: HP4: Identify media used in works of art through-out history and recognize the importance of available resources. CE2: Explore and discuss techniques and technolo-gies for visual expression and communication.

Student Understandings in Art: Students will develop an understanding that throughout history societies have utilized available natural resources to create works of art. Addition-ally, artists use different designs depending on the tools and materials available.

Reinforceable Grade Level Expectations (GLEs):English Language Arts: Write informally, including messages, journals, notes, and poems. (ELA-2-E6)Math: Explain patterns created with concrete objects, numbers, shapes, and colors. (P-2-E)

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Vocabulary: weave, weaving, woven, loom, weft, warp, packing, fabric/cloth

LessonTeacher guides students to keep a learning log, a notebook that students keep in the classroom in order to record ideas, questions, reactions, and new understandings. This process offers a reflection of understand-ing that can lead to further study and alternative learning paths. It combines writing and reading with content learning.

3. Assess:

Teacher observationsIs the student comprehending the under and over process? Is the student creating a tight weave by following the “packing” process?

Teacher asks studentWhat color pattern are you creating in your work of art? Define weft and warp and show me both on the loom. How is the loom important to this weaving process? Explain in your learning log the process you used to make a weaving.

Over timeStudents will recognize and appreciate weaving as an art form. Students will appreciate weaving as part of our culture and many others.

Q: What is weaving? Weaving is an under-over and over-under process for creating fabric, baskets, etc. Q: Is weaving art? Yes, weaving is a creative process and many artists use weaving as an art form. They even hang them on the wall like a painting. Q: Are all weavings hung on the wall as art? No, weavings have an assortment of uses, but the most common uses are clothing, bags, and baskets.Q: What examples of weaving may you find in your home?Carpets, blankets, towels, curtains, flags, fabrics/cloth, backpacks, etc. Q: What materials do we use to make these woven things? The four main sources are animals, plants, minerals, and synthetic materials.

1. Engage/Explore:

Teacher facilitates discussion on weaving using the following information and visual aids such as photographs and/or actual samples of woven fabrics.

2. Create:

Teacher gives each student one 12”x18” sheet of construction paper. Students fold construction paper in half horizontally and turn the fold to the bottom of the work surface. This is the middle of the loom. With pencil and ruler, students draw a line one inch (the width of the ruler) from the top edge of paper to show where to stop cutting. Now, using the scissors, students cut lines about the width of two fingers from the fold to the guideline drawn. These lines are called warp threads, or vertical lines on a weaving.

Teacher gives each student about ten 1” strips of differ-ent colored construction paper and demonstrates weaving over and under through the warp threads.

Students begin to weave in a like manner. The strips that are woven into the warp are called the weft. Students take a second strip and weave under and over on the next row. Students push the strip up to fill in the gaps between the weft strips. This is called packing. Students continue weaving the strips until the entire loom space is woven. Students use glue to neatly attach the weft threads to the loom. (Apply only small dots of glue to the front and back of the weaving.)

For more information on literacy strategies, see Comprehensive Curriculum Revision Information at www.louisianaschools.net/lde/saa/1914.html

Mixed Media Self-PortraitSuggested Grade Level: 2, 3Time Frame: Four 45-minute art classes

Overview: Students create a colorful self-portrait using a variety of media and pair it with a short autobiography

Materials:

mirrors

pencils

erasers

glue

12”x18” white painting paper (2 per student)

tissue paper (assorted colors)

construction paper (hair colors)

acrylic/tempera paint

brushes

colored pencils or oil pastels

scissors

Art Standard: Creative Expression; Historical and Cultural Perspective Arts Benchmark: CE2: Explore and discuss techniques and technologies for visual expression and communication.CE7: Maintain a sketchbook or journal, or develop a portfolio.HP4: Identify media used in works of art throughout history and recognize the importance of available resources.

Student Understandings in Art: Students will draw from observation and use a variety of media to create a work of art. They will learn about classmates through an interview and writing process that will be docu-mented.

Reinforceable Grade Level Expectations (GLEs):English Language Arts: Use active listening strategies, including: asking questions and responding to ideas/opinions, giving oral responses, such as explanations of written and/or spoken text. (ELA-4-E5)Identify a variety of types of literature, including biography, autobiography, and folktale, in oral and written response. (ELA-6-E2)Social Studies: Identify sources where historical information can be found and how that information can be used. (H-1A-E3)

Variations:Students can write an autobiography. Teacher can supply additional or different media for students to use.

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Teacher facilitates discussion on biographies and autobiographies. Written samples of the two are read and discussed in class. Teacher guides brainstorming session on questions to ask in order to write a person’s biography. Teacher pairs up students for an interview session. Students will conduct an interview to find out about their classmate. They develop their own questions and record the information to later write a short biography on that person.

Sample questions:Q: What is your name? What is your favorite hobby? Q: How many people are in your family? Do you have pets? Q: What is your favorite color? How does it make you feel? Q: Where do you dream of going someday? Q: What do you want to be when you get older?Students write out final copy neatly or print from computer and attach to the portrait-collage.

3. Assess:

Teacher observationsAre the students drawing with correct proportions?Do they understand the importance of a step-by-step process?Are they using the mirrors for observation?Are they following the interview process correctly?

Teacher asks studentQ: What is your favorite medium? Why? Q: Why did you choose your background colors? Q: What did you learn about the classmate you interviewed? Q: How might you look at other portraits differently now after going through this process? Q: What famous person’s biography would you like to read? Why?Q: What famous person would you like to interview? Why?

Lesson

Step 2 Students look in the mirror and study their eyes. Next they draw their eyes in the very center of the oval, evenly spaced. (This may not seem right at first to the students but remind them about the proportions and that all the features of the face will be added and it will be correct!) Students will pay close attention to detail in the mirror as they draw the basic eye shape, add the round iris, color in pupil, draw eyelashes (not too big) and eyebrows. Step 3 Students continue process of studying features in the mirror and then drawing them. Students draw nose, mouth, and ears. Step 4 Students draw neck by adding two small lines coming down from the oval. Teacher then picks up the drawings and puts them aside. *Note: Hair was not drawn in; this will be added with a collage technique.

Teacher gives each student a second 12”x18” white piece of paper and assortment of colored tissue paper. Teacher makes water and glue mixture that will be used with a paint brush to attach tissue. Students tear or cut tissue paper and glue down to cover the whole paper. Teacher instructs students to cover entire 12”x18” paper by overlapping pieces of tissue paper to eliminate any white. Students may choose to create a solid color or a patterned multi-color background. The idea is to have fun and create a colorful back drop for their portraits. Teacher puts these papers aside to dry. Teacher hands out stu-dents’ portrait drawings, paint and brushes, and students paint in the portrait. Multi-cultural paints work well and allow students to find or mix a color close to their skin color. Colored pencils or oil pastels (Craypas) work well for the eye color. When the paint is dry, students cut out the portrait and glue it down in the center of the painted tissue paper background paper. Then they use construction paper that matches their hair to add to the portrait. They cut or tear pieces of paper and glue them. Curly pieces can be made by cutting thin strips and wrapping them around a pencil. Teacher instructs students to use the mirrors for this part as well so they can truly illustrate what they see. Long, short, curly, straight, brown, black, golden blond, etc. are possibilities. Students then cut a shirt from con-struction paper or any decorative paper and glue it down right at bottom of the neck. The portrait is complete!

1. Engage/Explore:

Teacher asks: Q: What is a portrait? Q: What is a self-portrait?

Teacher and students discuss different kinds of portraits and different media used to create them. Portraits can be made with a camera, paint, sculpting materials, collage materials, etc.

Teacher shows examples of portraits from books, magazines, school portrait photographs, etc.

Students bring in samples of portraits they may have from home to share with the class. Teacher discusses a variety of art tools that artists use to create visual art. Pencils, paint, clay, wood, paper, etc.

Teacher asks: Q: What art tools have you used before? Q: What art tools would you like to experiment with? Q: Why might artists choose paint as their medium? Q: Why might artists choose clay as their medium? Q: Can you use a variety of media in one work of art? Yes Q: What materials might you use for a mixed-media work of art? Paper, string, paint, leaves

2. Create:

Teacher gives students mirrors, pencils, erasers, and 12”x18” painting paper. Teacher models drawing from observa-tion. Teacher begins step-by-step drawing of a basic human face on the board while students follow along. The steps are important because they will be drawn simply and in the correct proportion of the human head. Students will learn the impor-tance of following instructions as they experience this drawing process.

Step 1 Students place drawing paper in portrait direction and draw a large oval, taking up most of the center of the paper.

Vocabulary: self-portrait, proportions, collage, medium, mixed media, acrylic paint, tempera paint, biography, autobiography

Build a HouseSuggested Grade Level: K, 1Time Frame: Three 30-minute art classes

Overview: Students will identify, draw and cut basic shapes. They will design and construct a 2-dimensional building or house using paper circles, squares, rectangles, and triangles. They will make vocabulary cards to recall and reflect on the shapes used in the lesson.

Materials:

12”x18” painting paper

watercolor paints

brushes

construction paper (assorted colors)

crayons

scissors

index cards

Art Standard: Creative Expression; Aesthetic Perception; Critical Analysis

Arts Benchmark:CE1: Explore and identify imagery from a variety of sources and create visual representations.AP6: Identify where and how the visual arts are used in daily life and in the community.CA2: Identify images, colors, and other art elements that have specific meanings in cultural contexts.

Student Understandings in Art: Students dem-onstrate an understanding of shapes in buildings. They will identify with the work of an architect as they create their paper house collage.

Reinforceable Grade LevelExpectations (GLEs):Mathematics: Draw circles, squares, rectangles, and triangles (G-4-E)English Language Arts: Demonstrate an understanding of letter placement in text by writing letters and words from left-to-right and top-to-bottom on a page (ELA-3-E1)

Variations:Students can create a picture of houses or buildings with a specific theme such as warm colors, cool colors, a winter day, houses in a rural or urban area, houses in a land of Dr. Seuss or other cities or towns from literature they have read.

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Vocabulary: architect, geometric shapes: circle, square, rectangle, triangle, background, horizon line

LessonTeacher guides students to make vocabulary cards reflecting geometric shapes used in their art constructions. This process offers opportunity for reflection that can lead to further study and alternative learning paths. It combines writing and reading with content learning.

1. Engage/Explore:

Teacher asks students questions such as the following:Q: What is an architect? A person who designs houses and buildingsQ: Besides a house, can you name a building you saw this week? Bank, post office, church, storeQ: What is the most unusual building you have ever seen? Why was it unusual? Name different parts of a house or building. Windows, doors, roof, walls, etc. Q: Why are these parts important?Q: What does your house look like? Q: How many windows are in the front of the house? The back of the house? On the sides of the house? Q: How many doors does your house have? What color is the front door? Q: If you could build a house, what would it look like?

2. Create:

Teacher passes out 12”x18” painting paper and crayons. Teacher guides students according to the following steps in using the crayons to illustrate the land and sky. This will be the background. The background is what you see behind the houses in the picture.Step 1 Teacher models and students draw a line all the way across the middle of the page. This is called the horizon line, the line that separates the land from the sky. Step 2 Above the line, students make marks to illustrate what they want in the sky (clouds, wavy windy lines, sun, rain). Step 3 Below the line, students make marks to illustrate what they want on the land (grass, rocks, flowers, sidewalk).

Teacher distributes watercolor paints and brushes. Students apply a light watercolor wash to add color to the back-

ground. The crayons will create a wax resist and their drawings will take on a new look. Set aside and allow to dry.

Teacher distributes construction paper, pencils, scis-sors and glue. Students build 3-5 houses by drawing, cutting, and gluing shapes. Teacher instructs students to draw and cut rectangles for the house and door, triangles for the roof, and squares and/or circles for the windows.

Teacher’s questions guide students through creative process: Is the window going to be bigger or smaller than the door? What size triangle do you need to make to fit onto this house? How many houses can you fit onto this paper? Once the houses are completed, students use a crayon to trace each shape giving it a bright design detail.

Next, teacher distributes 4 index cards to each stu-dent. In this next step they recall the shapes used in the house collage and create a set of vocabulary cards to record shapes and names of the shapes.

Teacher-student dialogue ensues such as the following:Q: What shape did you use to make the houses? Rectangle Teacher directs students to draw a rectangle on the first index card, and to write the word rectangle on the opposite side of the same card. (Teacher writes the word on the board.)Q: What shape did you use to make the roof? TriangleTeacher directs students to draw a triangle on the second index card, and to write the word triangle on the opposite side of the same card. (Teacher writes the word on the board.)Teacher and students repeat steps until all shapes are identi-

fied, drawn, and written.*These vocabulary cards can be used by students for future activi-ties and recall.

3. Assess:

Teacher asks studentQ: What is the name of the person who designs a building? Architect. What are some different parts of a building? Roof, door, window, etc. Q: What colors did you use for your windows?Q: What do you call the line that separates the land from the sky? HorizonQ: What do you see in your drawn and painted background? Q: What is on your land?Q: What shape is your roof?Q: How many sides does a square have? A triangle? A rectangle? Q: What is your favorite shape to draw?

Student will identifyShapes in everyday life.Shapes of parts to a house or building.Shapes that can make pictures.

For more information on literacy strategies, see Comprehensive Curriculum Revision Information at www.louisianaschools.net/lde/saa/1914.html

Suggested Grade Level: 2, 3Time Frame: Four 30-minute art classes

Overview: Students will maintain a sketchbook/journal and transfer selected patterns from their entries with a patterned quilt for a “sleepy head.”

Art Standard: Creative Expression; Aesthetic Perception

Arts Benchmark: CE3: Use art vocabulary and the elements and principles of design to convey the language of art (create and discuss own artwork).CE7: Maintain a sketchbook or journal, or develop a portfolio. AP4: Recognize that there are many possibilities and choices in the processes of designing and producing visual arts.

Student Understandings in Art: Through the process of sketching and writing, students will develop ideas and work through a creative process to illustrate those ideas. Using arts vocabulary, students justify personal opinions related to visual representations. Students will identify art forms used in American culture and other cultures.

Reinforceable Grade Level Expectations (GLEs):Mathematics: Recognize, extend, create, and explain patterns that involve simple rotations or size changes with geometric shapes (P-1-E) (P-2-E) Identify and model even and odd numbers with objects, pictures, and words (P-1-E)Identify a reduction or enlargement of a given shape (G-2-E)Social Studies: Identify cultural elements (e.g., crafts, customs, music, folklore) of local community (H-1C-E4)English Language Arts: Write informally, including messages, journals, notes, and poems (ELA-2-E6)

Materials:pencilsrulers12”x18” painting paper (2 per student)

Pattern Quilt Materials:

brushes

markers

5”x7” construction paper in assorted colors

watercolor paints white Crayola model magic (air-drying sculpting clay)

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Lesson Teacher brings images and/or an actual quilt into the classroom. Students observe and identify visual patterns in the design of the quilt. (Quilt books as well as the Internet will provide additional sample imagery.) Students may bring in small quilts or blankets for show and tell. Teacher hands out paper for journal/sketchbook and pencils and instructs students to keep a learning log during the following discussion. Students will record ideas, new understandings, questions, drawings, etc.

Vocabulary: pattern, quilt, functional, decorative, sculpt, portrait

1. Engage/Explore:

Teacher facilitates a discussion with the following questions:

Q: What is a quilt? Type of bedding or coverQ: How are quilts made?Two or sometimes three layers of fabric hand sewn or machine sewn togetherQ: Why do people make quilts? Quilts serve a functional purpose of warmth and as decoration. Quilting is a captivating hobby; it can be part of a family or cultural heritage; quilting creates a bond with community members who may share this hobby and quilt together.Q: Is quilting an art form? Yes, it is a creative process.Q: Have you ever had a special blanket or quilt?Can you describe it?

2. Create:

Teacher demonstrates and instructs students to create patterns using the elements of design (line, shape, form, texture, color, value, space) and the principles of design (emphasis, contrast, balance, rhythm, variety, proportion, unity, harmony). Students sketch simple quilt designs to plan out one they will make in this activity. Using a ruler and pencil, students will measure out and draw a 2” square pattern to fill the entire page. Students paint the squares with watercolor paints and let them dry. Students add their design patterns with mark-ers. Teacher instructs students to have a variety of colors, lines, shapes, etc. represented. Set aside pattern quilt when complete.

Next, students create a “sleepy head” to attach to the top of the quilt. Teacher hands out white model magic clay to each student. Students sculpt a head with hair. This sculpting process is simple and can be done with a step-by-step process guided by teacher. Step 1 Roll the model magic into a ball then flatten out slightly to make a thick, pancake-like shape. Step 2 Create eyes by adding two pressed down inden-tions to the middle section of head (the eyes will appear to be closed). Step 3 Using the same pressing down technique, make a mouth.Step 4 Add hair to the head with other pieces of model magic. Step 5 Add color to the hair and face with skin tone markers. Add eyebrow and lid details with a thin-line black or brown marker. Add red color to mouth and cheeks if desired. Students may create their “sleepy head” to look like themselves or some-one else. Set aside and prepare for attachment to quilt.

Students use a 5”x7” piece of construction paper to make a pillow. Draw, cut, and simply decorate the pillow and

glue to the top ¼ section of the pattern quilt. Turn quilt top over and add glue to the back of the top ¼ section of the quilt, just even with the pillow, and glue the quilt top down to another 12”x18” piece of paper. The bottom ¾ is not glued down yet.

This will allow for the bottom ¾ of the quilt to be padded to suggest the sleepy head’s body within. Add a thin line of glue to the remaining right and left side of the quilt top, leaving the bottom unglued, and press down. When glue is dry, stuff paper into the quilt up to the pillow and glue bottom shut. (This gluing process can be done quickly by the teacher with a hot glue gun if desired.) Next, student glues down sleepy head and adds a decorative trim to the quilt right under the head and pillow.

3. Assess:

Teacher observationsDoes the student’s journal represent planning of a quilt design? Is she/he using elements of design? Principles of design? Are the patterns made with correct size squares? Are they evenly measured out and drawn?

Teacher asks studentQ: Why are quilts made? Decoration, provide warmth Q: How might quilts differ in American culture?Q: What design elements did you use to make a pattern? What principles of design did you use in your quilt?Q: How is sculpting different from drawing or painting?

Student will appreciateThe value and importance of quilts in our culture and other cultures. Quilting as an art form.The purposes served by quilts or other quilted objects.Design elements in quilts, art, as well as patterns in other everyday objects.

Suggested Grade Level: KTime Frame: Three 45-minute art classes

Overview: Students actively engage in listening to the folktake Stone Soup, recall the story, and use fine motor skills to create a paper collage version of the soup. Art Standard:

Creative Expression; Aesthetic Perception

Arts Benchmark: CE1: Explore and identify imagery from a variety of sources and create visual representations.AP3: Explore the beauty in nature and discern images and sensory qualities found in nature and art.

Student Understandings in Art: Students will recall and visually depict the vegetables and sea-sonings used to make the soup. They will identify the sequential order of making Stone Soup and use the same sequence in creating their collages.

Reinforceable Grade Level Expectations (GLEs):English Language Arts: Respond to stories, legends, songs, and other literature from diverse cultural and ethnic groups by par-ticipating in activities such as answering questions, role-playing, and drawing (ELA-6-E1) Read books with predictable, repetitive text and simple illustrations (ELA-1-E1) Identify basic story elements, including simple plot sequences, setting and simple character descriptions in a favorite story using pictures and/or oral responses (ELA-1-E4)Use developmental/inventive spelling, supported by pictures, to represent a word or idea or to respond to a life experience or a text read aloud (ELA-2-E6)Mathematics: Draw circles, squares, rectangles, and triangles (G-4-E) Use concrete objects to model simple real-life addition and subtraction problems (N-4-E)

Variations:Students can create a collage of a soup or gumbo with their own choice of ingredients and list them on an ingredients list. They can share their soup recipes verbally with the class.

Materials:Stone Soup folktale

pencils

12”x18” construction paper

ingredients list handout

8”x10” brown construction paper

5”x7” gray, yellow, orange, white construction paper

3”x5” black, white construction paper

scraps of green construction paper

crayons

glue

scissors

Making Stone Soup

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Lesson

3. Assess:

Student willRespond to a story by engaging in conversation and art activity.Identify ingredients and list them in written form. Recall ingredients in correct order to retell the story. Create a visual image of an item from the story.Create a collaged artwork linked to the story.

1. Engage/Explore:

Teacher facilitates discussion with the following questions:

Q: Do you like soup? Q: What kind of soup is your favorite? Q: What is in your favorite kind of soup? Q: What do we call all the items we put into the pot of soup? Ingredients

Teacher says:Today you will hear a story, a folktale, about a young man and his favorite ingredients for soup.

Teacher reads Stone Soup to the class.

Teacher asks students to recall the ingredients in the soup.

Teacher guides students in making their own pictorial version of stone soup with paper, scissors, and glue.

2. Create:

Teacher gives students the 8”x10” brown paper and students draw and cut a “big” pot for the soup. (Have students place paper horizontally, 10” wide, on desk so their pot is more wide than tall.) Students cut out the pot and place it on the bottom left side of the 12”x18” sheet of construction paper. Students place a thin line of glue on the sides and bottom of the pot and glue down, leaving the top open to slide ingredi-ents in. (Using disposable cups or small paper plates of glue and Q-tip applicators facilitates the process and provides easy clean-up.)

Teacher passes out paper for listing the ingredients in the “stone” soup. Students recall from the story from the first ingredient that was placed in the pot, the water. They write the word “water” on their ingredients list. Students pretend to hold up a pitcher of water and pour it into the pot. Next, they recall the second ingredient put into the pot, the stone.

Students write the word “stone” on their ingredients sheet. On the gray paper, students draw and cut out a stone and place it into the pot. Next, they recall the third ingredient put into the pot, the onions. Students write the word “onions” on their ingredients sheet. On the yellow paper, students draw and cut out the onion and add it into the pot. Students repeat this process until all the ingredients are added. (Small scraps of green can be used for leafy top of onions and carrots.)

Students glue the list of ingredients onto the right side of the 12”x18” piece of paper. Teacher gives each student one piece each of 3”x5” white and black construction paper. They draw and cut out salt and pepper shakers. Students add the initials S and P to identify them and glue them between the pot and the list on the large 12”x18” piece of paper.

Vocabulary: ingredients, shapes, collage

Warm & Cool Cityscapes Suggested Grade Level: 1, 2, 3Time Frame: Three 45-minute art classes

Overview: Students will create warm or cool artistic representations of an urban landscape, also described as a cityscape.

Materials:

8 ½” x 11” paper (with or without lines)

11”x17” painting paper

12”x18” painting paper

watercolor paints

pencils

scissors

brushes

oil pastels

rulers

Art Standard: Critical Analysis; Historical and Cultural Perspective

Arts Benchmark: CA3: Express and explain aesthetic judgments about the created (built) environment. HP5: Recognize professions in the visual arts and the role and status of the artist in various cultures and time periods.

Student Understandings in Art: Students will view, identify, and illustrate a cityscape with a focus on specific colors from the color wheel. They will identify with the work of an architect, design and create their own buildings in a warm or cool palette.

Reinforceable Grade Level Expectations (GLEs):Mathematics: Measure length to the nearest yard, meter, half-inch. (M-1-E) Explain patterns created with concrete objects, numbers, shapes, and colors. (P-2-E)Social Studies: Identify simple descriptions of the work people do and the names of related jobs in the community. (E-1A-E7) English Language Arts: Write for various purposes, includ-ing: informal writing, including messages, journals, notes, and poems. (ELA-2-E6)

Variations:Students draw buildings on two papers, instead of one, adding a third layer to the cityscape illustrating foreground, middle, and background. Students can take an imaginary visit to a specific city. They draw and paint a picture postcard of where they are. They write a postcard note to a family member or friend telling about their travels. Color variations: To illustrate opposites, the foreground can be done in cool colors and the background in warm colors and vice versa.

cool cityscape

variation16

Warm & Cool Cityscapes Lesson 1. Engage/Explore:

Teacher passes out 8 ½” x11” paper and pencils and instructs students to begin this lesson with split-page notetaking techniques. Students draw two vertical lines down the length of the paper creating three evenly spaced columns. At the top of the page students label the columns 1, 2, and 3. Repeat process on back of page. In column, 1 students write the vocabulary words listed on the right, leaving space in between each word for writing (4-5 words per side). In column 2, students write the meaning of the word. This may include any ideas, thoughts, guesses, etc. The process is not whether they get it right or wrong; it is to allow them to think about the word and make an educated response before more information is discovered. In column 3, students will write more information they gather from the following conversation among the teacher and students. Any space left over on the page will be available for miscellaneous notes.

Teacher asks Q: What is a landscape? Scenery such as mountains, trees, rivers, etc. with the sky in the backgroundQ: What is a cityscape? An artistic representation of the physi-cal aspects of a cityQ: What is architecture? The process of designing and con-structing buildingsQ: Who is an architect? The person who leads the process of designing and constructing buildingsQ: What kinds of buildings do we have in our city? Schools, houses, churches, stores, restaurants, etc. Q: What are some basic parts of a building? Doors, windows, roof, etc. Q: What are the primary colors? Red, yellow, and blueQ: What are the secondary colors? Orange, green, purpleQ: What are some warm colors? Red, yellow, orangeQ: What are some cool colors? Blue, purple, greenQ: What part of a picture is the foreground? The images in the front, such as buildings, grass, people, etc. Q: What part of a picture is the background? The images in the back such as sky, mountains, sun, etc.

3. Assess:

Student willDemonstrate ability to use the ruler for measurement.Recognize the difference between warm and cool colors.Illustrate and identify the foreground and background.Explain verbally the work of an architect and how the architect is needed in our society.Recognize different shapes and parts of buildings found in our cities.Recognize and demonstrate visual patterns with objects, shapes and colors.

2. Create:

Teacher gives students 11”x17” pieces of painting paper, pencils and rulers. Teacher instructs students to draw rectangular and square shaped buildings to repre-sent the foreground of the picture. Students use rulers to create 4 - 6 different sized buildings that connect to each other. (They should not leave any space between shapes.) For example, students make a 2” wide x 5” tall building and a 3” wide x 8” tall building. Students add triangular and dome shaped roof tops to some of the buildings and leave the others flat. This will create a variety of styles for their cityscape. Using scissors, students cut out the cityscape by trimming off the top section of the paper, leaving just the building shapes.

Teacher passes out watercolor paints and brushes. Students choose either warm colors or cool colors to paint their buildings. When paint is dry, students use black oil pastels to add window and door details. With brighter colored oil pastels they can add design patterns to the buildings. Some examples are brick patterns, circles, stripes, zig-zags, etc. *Note: all this is done in the same warm or cool colors as the painted buildings. When com-plete, students set aside their pieces.

Students create background with 12”x18” sheets of painting paper. They use watercolor paints to fill in the whole page with the same warm or cool colors used in the buildings. When paint is dry, students use oil pastels in the same warm or cool colors to draw large simple shapes, such as circles, squares, or spirals. This process will cre-ate a design element that adds interest and texture to the background.

Students attach the two pages together by gluing the buildings, the foreground, to the top of the painted paper, the background.

Vocabulary: landscape, cityscape, architecture, architect, primary colors, second-ary colors, warm colors, cool colors, foreground, background

warm cityscape

What’s with All the Drama? Suggested Grade Level: 1, 2, 3Time Frame: Three 30-minute art classes

Overview: Students identify and demonstrate drama foundation skills as they learn the tools and how they are used. Students utilize these tools for a simple performance.

Materials:

lined paper

pencils Art Standard: Aesthetic Perception; Critical AnalysisArts Benchmark: AP3: Develop a basic understanding of the process of creating, performing, and observing theatre.CA1: Describe in simple terms how voice, language, and techni-cal elements are used in works of theatre and other dramatic media.CA3: Identify and discuss the theme, message, or story idea conveyed in a dramatic work.CA4: Use basic theatre arts vocabulary to express and explain opinions about scripts and performances.

Student Understandings in Art: Students will understand the process of creating, performing, and observing a self-portrait through a theatre process. They will identify and demonstrate drama vocabulary.

Reinforceable Grade Level Expectations (GLEs):English Language Arts: Write for various purposes, includ-ing: informal writing, including messages, journals, notes, and poems (ELA-2-E6)Write using standard English structure and usage, including: subject-verb agreement in simple and compound sentences, past and present verb tenses (ELA-3-E3)Give oral responses, including telling stories and personal experiences (ELA-4-E5)Identify the role of discussion leader, contributer, and active listener (ELA-4-E7)Identify story elements including: theme; character traits, feel-ings, and motivation (ELA-1-E4)

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Lesson

Vocabulary: self-portrait, drama tools (body, voice, imagination, concentration, cooperation), focus, team-work, choice, drama circle

1. Engage/Explore:

Teacher brings students to the “drama circle” and be-gins a discussion with the following questions and information. Q: What kinds of tools are used to build a house? Saw, ham-mer, nails Q: What kinds of tools are used to paint a picture? Brush, paint, palette Q: Do you think we can use any of those tools for drama? No Q: Where do you think we will find our drama tools?Teacher mimes pulling her drama tools out of her back pocket (holding a closed fist with an invisible bag). Q: Does anyone else have drama tools? Students mimic grab-bing bags out of their back pockets. Teacher says, “Great, everyone has his/her tools. Let’s see what is in the bag.”

2. Create:

Teacher and students pull out the drama tools one by one and warm up for drama class.Tool #1: bodywarm up activity: teacher and students stretch their bodies counting sequentially 1-8.Tool #2: voicewarm up activity: teacher and students go through a series of tongue twisters, breathing, and facial stretchesTool #3: imaginationwarm up activity: teacher and students close their eyes and mentally take a trip to the beach or the park or another imagi-nary place. All 5 senses should be addressed as they describe what they see, hear, smell, taste, or touch. Tool #4: concentrationTool #5: focusTool #6: cooperation

warm up activity: teacher informs the students that the following activity will warm up their concentration, focus, and cooperation. Students stand in drama circle or at desks and focus on one spot on the wall in front of them. They stand still no matter what happens in front of them (the teacher may just walk past them, touch their heads, make funny sounds or silly faces). If one student loses focus, the whole class will start over. This is the cooperation part of the warm up. Repeat process until majority of class has mastered tools #4, #5, and #6.

3. Assess:

Teacher asks studentWhat tools do we use in drama? Why do you think they are helpful to us in the classroom?Why are they helpful to your classmates?What tools do you like the most? Why?Which tool was the hardest to use? Why?

Student demonstratesControl of body, voice, imagination, concentration, focus, and cooperationUse of these tools in their regular school day during classes.Use of these tools in their regular day at home and other placesSocial behavior based on their use of the appropriate drama tools

Sample Drama Lesson:

Drama Self-Portrait : Students answer the following questions in a journal/notebook. 1. I am____________(adjective - not age or name or gender).2. I like to ____________(hobby/action word).3. One day, I would like to ________________(what they want to be or do in the future).

Teacher directs students through the drama tools warm-up ac-tivities. Students separate into teams of 2-4 and create movements that represent their drama self-portrait answers. Example, student’s journal entry: I like to play baseball. Student’s performance: baseball player stance and swinging the bat. Students recognize the importance of and demonstrate teamwork and cooperation while working together.

Next, students perform in front of the class. Teacher guides one group at a time to perform in front of the class. Teammates take turns performing while the rest of the class is the audience. Teacher instructs “audience” to observe quietly, show respect, and recognize their fellow classmates at the end of the performance with applause. Teacher elicits discussion of the story idea or message conveyed in each performance.

Assess:Student demonstratesActive engagement in process that includes creating, performing and observing theatre.Ability to convey and identify story ideas in dramatic presentations.

Suggested Grade Level: 2, 3Time Frame: Three 30-minute art classes

Overview: Students identify and demonstrate the difference between frontal view and Egyptian Style (profile view) of portraits and self-portraits.

Art Standard: Historical Perspective; Creative Expression

Arts Benchmark: HP4: Identify media used in works of art throughout history and recognize the importance of available resources. CE2: Explore and discuss techniques and technologies for visual expression and communication.

Student Understandings in Art: Students will develop an understanding that throughout history societies have utilized available natural re-sources to create works of art. Additionally, artists use different designs depending on the tools and materials available.

Reinforceable Grade Level Expectations (GLEs):English Language Arts: Write for various purposes, including informal writing, including messages, journals, notes, and poems. (ELA-2-E6)Math: Explain patterns created with concrete objects, numbers, shapes, and colors. (P-2-E)

Materials:

12”x18” construction paper (assorted bright colors)

9”x12” tan construction paper

pencils

black markers

crayons

scissors

glue

Egyptian Style Portrait

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Lesson Teacher allows time for students to research information on Egypt and Egyptian style portraits. Teacher instructs the students to find a definition of and information on hieroglyph and cartouche as well. These two words and descriptions will be introduced later in the lesson. Students record their information on vocabulary cards or in a learning log.

3. Assess:

Teacher asks studentQ: What is the difference between a traditional portrait and an Egyptian style portrait?Q: What type of portrait do you like better? Why?Q: How are the hieroglyphs of the Egyptian alphabet similar to the letters of our alphabet? How are they different? Q: What is a cartouche? Why were they used?

Student willLocate Egypt on a map or globe.Verbally identify images of hieroglyphs and cartouches and explain their importance.Show appreciation of artwork created in early Egyptian cultures by using key images (profile, cartouche, hieroglyphs) in their own artwork. Respond in writing to a work of visual art and to researched information from various sources.

1. Engage/Explore:

Teacher facilitates conversation with the following questions and information: Q: What is a portrait? What is a self-portrait? Teacher and students view a variety of sample portraits.

Teacher continues discussion with such prompts as: Describe your school portrait. Photograph, student looking at camera Describe a family portrait. Photograph or painting of whole family looking at viewerQ: What is a profile? Side view Q: How is a profile different from a front view portrait? In a profile, the subject is not looking at the viewer, but in a front view she is.

Teacher and students find Egypt on a map or globe. Teacher and students view images of Egyptian style portraits. Q: Are these examples of a frontal view or a profile? Profile Q: What do you notice about the top of their heads? They have styled hair or head bands known as headdresses. Q: What kind of portraits do you think we see mostly in our culture? Frontal view

Teacher and students view traditional style, frontal view, portraits found in magazines, photographs, and painted images from American culture. Teacher and students discuss the similarities and differences between the two different styles of portraits.

2. Create:

Teacher pairs up students to create profile drawings. Teacher passes out 9”x12” tan paper and pencils. To determine who draws or models first, teacher hands out a folded card to each student. Students open their cards to reveal one of the following messages: 1)You are a model and must pose for a famous artist while he draws your profile. 2) You are a famous artist and you will draw a profile portrait of a model. This process allows the students to recognize the importance of both roles, the artist’s and the model’s and eliminates anyone “waiting for a turn”. The “artists” begin drawing a profile of their classmates. (Teacher demonstrates step-by-step sample profile drawing on board.)

Step 1 Draw oval with protruding nose and mouth on one side. Step 2 Draw eye, brow, lashes, ear with earring if desired. Step 3 Draw neck and shoulders. Students swap roles. Repeat drawing process with new artists. Next, all students add additional detail to their profile drawings. Step 4 Draw hair and headdress. Egyptian profile images are viewed again at this time for pattern ideas for the headdress. Step 5 Students trace pencil lines with black marker and color in portrait with crayons, leaving background uncolored.Next, students glue portrait onto left side of 12”x18” brightly colored construction paper sheet. Students create a cartouche, a rectangular Egyptian nameplate containing hieroglyphs, Egyptian alphabet containing pictures or symbols. Teachers and students view images of cartouches as they discuss how they were commonly found on monuments in ancient Egypt. The hi-eroglyphs on the cartouche represented the name of a ruler or goddess. Using construction paper, students create a cartouche and add it to the right of their Egyptian profile portrait.

Vocabulary: portrait, self-portrait, profile, Egypt, model, headdress, cartouche, hieroglyph

Painted SunflowersSuggested Grade Level: 2, 3Time Frame: Three 30-minute art classes

Overview: Students view work of artist Vincent VanGogh and paint a cropped

image of a sunflower.

Art Standard: Creative Expression; Aesthetic Perception; Historical and Cultural Perspective

Arts Benchmark: CE3: Use art vocabulary and discuss techniques and technolo-gies for visual expression and communication.AP1: Use elements and principles of design and basic art vocabulary for expressing responses to the work of others.HP6: Recognize great artists and works of art that have shaped the history of art.

Student Understandings in Art: Students will develop an understanding of the importance of forming opinions about visual compositions and using the ap-propriate art vocabulary to communicate them to others.

Reinforceable Grade Level Expectations (GLEs):English Language Arts: Informal writing, including messages, journals, notes, and poems. (ELA-2-E6)Mathematics: Identify a reduction or enlargement of a given shape (G-2-E)Identify and draw horizontal and vertical line segments (G-5-E)

Variations:The sketching and painting process can be done without the written process guide for lower grade levels. Process guides can include recorded information and opinions about a classmate’s artwork.

Materials:

12”x 15” painting paper

pencils

acrylic/tempera paint

brushes

22

Lesson

1. Engage/Explore:

Teacher and students view examples of Vincent van Gogh’s work. The artist is well known for a series of sun-flower paintings. Information on Van Gogh and his paintings can be found at: http://www.vangoghgallery.com

Teacher facilitates a discussion about the artist with the following questions and information. Vincent van Gogh, 1853-1890, was born in the Netherlands. Sunflowers are the subject of a series of still-life paintings he created. His paint-ings show sunflowers in all stages of life, from fully in bloom to withering. He painted for many years trying to make money as an artist. He had little success during his lifetime; he sold only one painting. In 1987, Van Gogh’s Vase with Fifteen Sunflowers sold for $39,921, but his work set high records in 1990, when his Portrait of Doctor sold for $82.5 million dollars at Christie’s Auction House in New York City.

2. Create:

Teacher gives students a piece of lined paper and pencil. Students record information, questions and answers, and ideas and responses to Van Gogh’s artwork.

Students view Van Gogh’s sunflower paintings and make notes about the elements of art they recognize in the artwork.

Teacher prompts reflections with questions such as: Q: Which elements were used, how, and why? All elements are used. Have students describe what they see. Teacher provides examples to stimulate the students’ thinking. Q: What types of lines do you see in Van Gogh’s paintings? Curved, straight, zig-zag Q: What colors were used the most? Yellows, oranges Q: What colors were used the least? Blues Q: Why do you think he chose those colors? Those colors are seen in real sunflowers.

Vocabulary: elements of art (line, color, texture, shape, space, form, value), sketch, still-life, warm colors, cool colors

Q: What shapes did Van Gogh use? Organic shapes such as circles and ovals Q: Do you see any texture in the painting? Yes Q: Where? Everywhere, he painted with thick applications of paint on the flowers and background Q: How does Van Gogh make a flat circular shape look like a sunflower? He paints light and dark colors, called values, to create the image of a 3-dimensional form

Students put these papers aside and teacher gives each student a 12”x15” piece of painting paper. Teacher instructs the students to sketch a portion, ¼ of a sunflower. Teacher shows sample diagram on the board by drawing a full circle, then a line down the center, then a line across the center. The students identify that the circle now has four even parts, four quarter sections.

Teacher guides students through step-by-step drawing process by modeling on board. Step 1. Students draw a quarter circle shape at the bottom right or left of the 12”x15” paper. The quarter circle should be at least as big as the length of their hand reaching out from the corner. Step 2. Students add 3-4 repeat lines, like a rainbow, inside that quarter circle shape. Step 3. Students draw large, flame-like sunflower petals onto the quarter circle extending them out from the quarter circle to the rest of the page. Suggest that some petals can be made to appear behind others by overlapping shapes.

Teacher passes out paint and brushes. Students paint sunflower petals two different warm colors (red, orange, yellow) in a pattern such as red, orange, red, orange, etc. Students fill in the striped quarter circle section with a variety of warm colors (red, yellow, orange, brown). Students use a variety of lines and shapes to create visual texture in this center section of the sunflower. Students paint background blue or purple to represent a contrasting cool color.

Teacher passes out process guides and students repeat the same steps of recording information, but this time it is about their own work.

Suggested questions: Q: What types of lines did you use? Why? Q: What warm colors did you choose to paint with? Why? Q: What cool color did you paint with? Q: What effect did this color have on the picture as a whole? Q: What shapes did you draw in your picture? Q: How did that change the space?

3. Assess:

Student will Identify the elements of art and use art vocabulary to express opinions about a work of art.View and appreciate the artwork made by others pointing out the elements they see in the works. Incorporate elements of art and identify them in a painting.

Acadian ArchitectureSuggested Grade Level: K, 1Time Frame: Two 30-minute art classes

Overview: Students view images of Acadian style architecture and from observation draw a picture demonstrating their understanding of the building materials and this style of structure.

Art Standard: Historical and Cultural Perspective; Critical Analysis

Arts Benchmark:HP6: Recognize great artists and works of art that have shaped the history of art. CA2: Identify images, colors, and other art elements that have specific meanings in cultural contexts.CA3: Express and explain aesthetic judgments about the created (built) environment.

Student Understandings in Art: Students will identify art as a career. They will recognize and ap-preciate their Louisiana heritage and demonstrate drawing skills as they illustrate the local architecture past and present.

Reinforceable Grade Level Expectations (GLE’s):English Language Arts: Initiate and sustain normal conversation on a specific topic with the teacher (ELA-4-E1)Social Studies: Identify human features in the local region such as farms, cities, buildings, and roads (G-1B-E3)

Variations:The sketching and painting process can be done with or without a written process guide. Process guides can include recorded information and opinions about a classmate’s artwork.

Materials:

9”x12” drawing paper

pencils

erasers

24

LessonVocabulary: Acadian, architecture, observation, landscape, horizon line, pillars, planks, shingles, porch, chimney, exterior

1. Engage/Explore:

Teacher and students view images of Acadian style architecture and artwork by Louisiana artist Floyd Sonnier. Sonnier’s drawings and paintings represent Acadian culture as well as the architecture. Teacher facilitates a conversation with the following information. The Acadian style homes were construct-ed when Acadians settled in Louisiana from Nova Scotia. The homes were built similar to their homes in Canada although the materials varied according to available resources and climate in Louisiana. The structures were built with the most abundant mate-rial available, wood. Wood was cut into planks for the exterior walls, and into shingles to cover the roof. Bricks were used to make pillars that held the house off the ground.

2. Create:

Teacher gives students 9”x12” piece of drawing paper and pencil and guides students to draw from observation. Teacher and students review sample images of Acadian architecture. Students illustrate the common features of this style of architecture. Students draw from their own observations of the sample images and teacher model drawing. Teacher allows diversity in the drawings within the class. Students draw a representation of what they are seeing and their perceptions will vary.

Common features to include in the drawing are:brick pillarshorizontal lines of thick wooden plankshigh pitched, shingled rooftwo storiesfront porchsteps up to porchfront door in center of housewindows on front of housewindows on side of housechimney on side of house

Students add a horizon line, a line that separates earth from sky, to their drawings and any other de-tails to the landscape drawing (trees, grass, animals, fence, etc.) that they observed in pictures of the subject.

3. Assess:

Teacher observationsDid student draw all the common features of a home in the Acadian style of architecture?Did student demonstrate an understanding of the horizon line in a landscape drawing?How well does the drawing reflect Acadian landscape?

Student will Recognize and identify features of architecture that depict an Acadian style home.Recognize and identify building materials used to make houses.Draw from observation, reasonably depicting the object observed.Explain the work of an architect and a landscape artist.

Keepsake QuiltSuggested Grade Level: KTime Frame: Three 30-minute art classes

Overview: Students create a special keepsake quilt out of paper patches by draw-

ing, cutting, and gluing simple shapes to a square format.

Art Standard:Creative Expression; Aesthetic Perception

Arts Benchmark: CE5: Draw on imagination, individual experience, and group activities to generate ideas for visual expressions.AP4: Recognize that there are many possibilities and choices in the processes for designing and producing visual arts. Student Understandings in Art: Students will demonstrate thinking processes and decision making while working through a creative process developing a paper patch quilt.

Reinforceable Grade Level Expectations (GLE’s):Mathematics: Draw circles, squares, rectangles, and triangles (G-4-E)Social Studies: Identify cultural elements (e.g., crafts, customs, music, folklore) of local community. (H-1C-E4)English Language Arts: Write informally, including messages, journals, notes, and poems (ELA-2-E6)

Variations:Smaller, different colored shapes such as circles, ovals, and tri-angles can be added as embellishment or decoration to the top of the squares and rectangle patches. Higher grade levels can attach a written description of their creative, sequential process.

Materials:

12”x12” black construction paper

4”x4” construction paper (assorted colors)

4”x6” white con-struction paper

lined paper

pencils

scissors

glue

dark crayon or marker

crayons/ oil pastels

26

LessonVocabulary: blanket/quilt, patches, fabric, design, overlap, keepsake, self-portrait

1. Engage/Explore:

Teacher begins discussion with the following questions, information, and instructions:Q: Do you have a special blanket or stuffed animal you like to sleep with? Q: Have you ever received a gift from someone that you keep in a special place? Q: Have you ever given anyone a special gift?These special items are called keepsakes. Keepsakes remind us of certain people, places, or special occa-sions or holidays. A common keepsake item is a blan-ket or quilt. People make blankets or quilts for babies when they are born, for wedding couples, and even for special sleep time activities (naps at school). Let’s make a keepsake blanket with our favorite colors us-ing a common quilt design, a patchwork design. The patches in a patchwork quilt have 4 straight sides. Let’s see what kind of patches we can make for our keepsake blankets.

2. Create:

Teacher distributes an assortment of 4”x 4” colored squares and students select their favorite 3 colors. Students count out 7 of each color for a total of 21 squares.

Teacher asks questions: Q: Can you name a shape that has straight sides? Rectangle, square, triangle Q: Can you name a shape that has 4 straight sides? Square, rectangle

Teacher instructs students to draw and cut square patches. Students cut rectangles and squares in a variety of sizes. Teacher gives each student a 12”x12” piece of black construction paper and students move the cut pieces around to try and find a design that fits all the pieces onto the paper.

Students use overlapping techniques modeled by the teacher to create a unified quilt pattern. When the desired patchwork design is complete, students glue down patches to keep them in place.

Teacher gives students a 4”x6” piece of paper and instructs them to draw, cut out, and color a pic-ture of themselves to place on their special keepsake blanket. Students glue the self-portrait anywhere they want onto the quilt. For the final touch, students use a crayon or marker to add stitch lines where the paper patches meet. (Teacher and/or students must make sure glue is dry before this step.)

Teacher gives students lined paper and instructs them to copy the following poem. Students may need to refer to a word bank of color names as they write in the colors of their quilts.

I see squares and rectangles. What do you see?I see blue, yellow, and red. (Students write their selected colors)I see me!

Teacher displays quilts and poems together.

3. Assess:

Teacher observationsIs the student drawing and cutting straight edged, 4-sided shapes?Is the student overlapping shapes to fit into 12”x12” format?

Student willIdentify and create straight lined shapes.Engage in and appreciate the process of creating a design.Copy and personalize a poem about the work of art.Identify and appreciate keepsakes.

Body in Motion CollageSuggested Grade Level: 2, 3Time Frame: Two 30-minute art classes

Overview: Students identify and demonstrate creative movement and make a collage

illustrating their bodies in motion.

Arts Standards: Creative Analysis; Historical and Cultural Perspective

Art Benchmark:CA5: Express interpretations about works of art and give sup-porting reasons.HP4: Identify media used in works of art throughout history and recognize the importance of available resources.HP6: Recognize great artists and works of art that have shaped the history of art.

Student Understandings: Students understand and demonstrate movement of their bod-ies and create a collage that corresponds to their motions.

Reinforceable Grade Level Expectations (GLEs):Mathematics: Determine if a shape has a line of symmetry by folding (G-2-E)Visualize, predict, and create new shapes by cutting apart and combining existing 2-and 3-dimensional shapes (G-3-E) (G-1-E)

Extensions:In journals or learning logs students write reflections on the works of Romare Bearden that they have studied, or they write about the process and choices they used to create their own artworks.

Materials:

9”x12” tag board

scrap construction paper

fabric pieces

newspaper

scissors

glue

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LessonVocabulary: Romare Bearden, collage, symmetrical, asymmetrical, texture, background, gesture, critique, photomontage

1. Engage/Explore:

Teacher guides students through creative move-ment with some body exercises. Students stand up at their desks or in a large class circle in starting position; stand straight with head facing forward, legs together, and arms down by their sides.

Teacher instructs students:Raise your hands high in the air and reach for the clouds.Place right arm out to the side of your body and keep left arm straight down. Make your body symmetrical (the same on each side) by changing your left arm. Turn your head to the left and place right foot out like you are about to take a step. Move arms and legs, in place, as if you were running. Reach out your right hand and shake someone’s hand. March in place.

Teacher continues this process with more movement ideas and asks students to offer suggested gestures. Students identify symmetrical and asymmetrical poses.

Teachers and students view and discuss the artwork of Romare Bearden, 1911-1988. See sidebar for details on Bearden.

2. Create:

Teacher gives each student a 9”x12” piece of tag board and distributes scrap fabric and a variety of scrap paper includ-ing construction paper, wallpaper, and newspaper. Students tear, cut, and glue pieces of material to create a collage background on entire piece of 9”x12” tag board. Teacher has students re-call some of the movements they made earlier with their bodies. Teacher asks students to stand next to their desks and place their arms and legs in a position that they would like to illustrate in a photomontage. Music can be played for extra inspiration if desired. These gestures should be simple and consist of arms, legs, and head movements that are symmetrical or asymmetri-cal. (For example: Sandy places her right hand out to the side,

Romare Bearden was an intellectual and talented man. He had many interests in world art, history, music, and the performing arts. Bearden’s work illustrates life as he saw it, reflections of people and their stories. He studied art and art masters and became inspired by many. He created paintings, collages, and photomontages. A photomontage is artwork including photographic images. Students will create a Romare Bearden-inspired work of art using photographs and collage materials.

His biography and artwork can be found at www.beardenfoundation.org

her head turned to the right, and one leg in front of the other.) Teacher distributes old magazines and students are instructed to find body parts to match their gestures. Each main body part, (head, torso, right arm, left arm, right leg, left leg) will be cut from a different photograph to match the body pose they made earlier. Students cut out and glue pieces down together to make a whole body.

Teacher displays artwork and allows students to observe the images and identify symmetrical and asymmetrical forms in their classmates’ collages. This critique process will give the students an opportunity to express their ideas and opinions about the artwork of others.

3. Assess:

Student willDemonstrate symmetrical and asymmetrical body movements.Listen and respond to verbal instructions for making specific body movements.Create visual interpretations of their bodies in motion.Participate in a critique process to express ideas and opinions about artwork of others.Recognize features of Romare Bearden’s collage work that are replicated in their own art work.

Romare Bearden

PACE is a collaborative project of the LPSS and the AAC