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Elizabeth Blackledge Unit: Medieval Level: Elementary, 3rd Grade Class Periods: 4 Time per class: 45 minutes Student Outcomes: Technical: -Students may demonstrate an increasing mastery of artistic medium. -Students may develop creative thinking skills through the problem solving involved in art. -Students may develop fine motor skills through the use of scissors, pencils and coloring media. -Students will gain an understanding of how technology can be used in art (image reversal, Iron-on transfer). Creative: -Students may develop an understanding of the time period and the people that lived during it. -Students may develop an understanding of the artisans and relate ideas to their own projects. Formal: -Students may learn to identify shape and balance in their work. -Students may develop a dominant color placement in their work. Expressive: -Students may develop self worth through their artwork. -Students will learn how to visually express things that represent themselves. Instructional Concepts: -The use of symbol making in the students work will help them to identify other symbols both in art and in the world around them. -Students’ use of scissors, pencils and coloring medium will help develop hand to eye coordination. -Use of vocabulary about the time period will help the students learn about the culture and the history of the time period. Assessment Criteria: -Did students demonstrate an increasing mastery of artistic medium? -Did students develop creative thinking skills through the problem solving involved in art? -Did students develop fine motor skills through the use of artistic medium? -Did students develop an understanding of the time period and the people that lived during it?

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-Did students develop an understanding of the artisans and relate ideas to their own project? -Did students learn to identify shape and balance in their work? -Did students develop a dominant color placement in their work? -Did students develop self worth through their artwork? -Did students understand the process of scanning an image into the computer? -Did students learn the concept of image reversal in a computer program? CONSTRAINTS: Resources: -Examples of coat of arms -Packet for each student about Coat of Arms -Poster of Heraldic Symbols, Colors and Animals -Pictures of different coat of arms designs Facilities: -Classroom with desks, chairs, and black board -Computer, printer and scanner Supplies: -Supply bucket (pencils, erasers, scissors, tritix glue and rulers) x 7 -Informational handout about the Language of Heraldry (for 25 students) -5.5x8.5 white drawing paper -Dick Blick artist stix -Printer -Scanner -World map -Computer with Adobe Photoshop 5.0 -Iron on transfer paper (OfficeMax-Iron-On T-Shirt Transfers for Inkjet Printers 8.5 x 11) -4.5x6 white felt -Dowel rod or branch (6.5 inches) -Hemp -Iron-On instruction sheet -Letter to parents Class size: -4 sections of approximately 25 students Safety: -Non-led pencils -Proper use of scissors -Movement around classroom INTEGRATIVE ASPECTS: Music: Students may study the music, instruments, and songs of the medieval time period.

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History: Students may study the culture and the people of the medieval time period. Geography: Students may study the maps and country locations during this time period.

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UNIT: Medieval LESSON: Medieval Crests LEVEL: Elementary, 3rd Grade Time: 45 minutes UNIT OUTCOMES OR LEVEL BENCHMARKS: Student Outcomes: Technical: -Students may demonstrate an increasing mastery of artistic medium. -Students may develop creative thinking skills through the problem solving involved in art. -Students may develop fine motor skill through the use of the keyboard and mouse. Creative: -Students may develop an understanding of the time period and the people that lived during it. -Students may develop an understanding of the artisans and relate ideas to their own projects. Formal: -Students may learn to identify shape and balance in their work. -Students may develop a dominant color placement in their work. Expressive: -Students may develop self worth through their artwork. -Students will learn how to visually express things that represent themselves. EXPECTED LESSON OUTCOMES -Students will gain the knowledge of medieval times. -Students will gain the knowledge of coat of arms. -Students will gain the knowledge of symbols in medieval times. -Students will relate symbols to their own lives. -Students will gain an understanding of how technology can be used to help them create their coat of arms. CONSTRAINTS: Resources: -Examples of coat of arms -Packet for each student about Coat of Arms -Poster of Heraldic Symbols, Colors and Animals -Pictures of different coat of arm designs

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Facilities: -Classroom with desks, chairs, and black board -Computer, printer and scanner Supplies: -Supply bucket (pencils, erasers, scissors, tritix glue and rulers) x 7 -5.5x8.5 white drawing paper -Informational handout of the Language of Heraldry for 25 students -Dick Blick artist stix -Printer -Scanner -World map -Computer Adobe Photoshop 5.0 -Iron on transfer paper (OfficeMax-Iron-On T-Shirt Transfers for Inkjet Printers 8.5 x 11) -4.5x6 whit felt -Dowel rod or branch (6.5 inches) -Hemp -Iron-On instruction sheet -Letter to parents Class size: -4 sections of approximately 25 students Safety: -Non-led pencils -movement around classroom INTERGRATIVE ASPECTS Music: Students may study the music, instruments, and songs of the medieval time period. History: Students may study the culture and the people of the medieval time period. Geography: Students may study the maps and country locations during this time period. Day One Activity: Introduce: -Give a quick description of what the outcome of the lesson will be. Coat of Arms, drawn, colored, then scanned into the computer, printed onto Iron-On transfer paper and applied to a felt banner. -Introduce the students to the Language of Heraldry information packet. Have enough at the tables for each student. -Relate the importance of the lesson to their lives today- giving a symbolic representation of themselves and how the process of creating the Coat of Arms will be different then

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how they were originally created due to the use of technology (computers, printers, scanners, Iron-On paper, availability of supplies). -What is heraldry? -How are symbols traditionally used in heraldry? -How can I use modern images and symbols to create my own coat of arms? -What are some modern day images that represent YOU? Write answers on the board. -How can color be used symbolically? -Show students the page in the informational packet that describes color and meaning. Historical Background:

-Medieval time (700-1200 A.D.) of lords and ladies, court jesters, and serfs. -Using a map, show students the countries of importance at this time period.

-Serfs worked the land for the lords to be paid with protection. -Knights protected. -How to identify individuals? -Shields held the family crest or coat of arms. -Passed down from generation to generation. -Show examples -Discuss symbols-lions, shield, sword, magician -Passed through sons -Today we will make our own coat of arms. -Instead of last name, use first. -Use symbols to represent YOU! -Show example- discuss symbols. Distribution of materials: -Because time is limited, all supplies will be neatly placed at each table. Supplies will include: 5.5x8.5 white drawing paper, supply bucket and informational packet. Demonstration: -5.5x8.5 white paper, scissors, pencil, and erasers to share. -Fold paper the long way (hot dog style). Why are we folding the paper?-to make the coat of arms symmetrical. -You must start at the top. Draw half of the shape you would like to have. Make sure you are drawing on the open edge of your paper NOT the fold! Use part of the edge as the side of your coat of arms. Decide what kind of bottom you would like your shield to have (crown, straight, curved, pointed bottom). -Start at crease to cut -Open and begin to draw. -You must draw two symbols that represent you. They can be current day symbols or you may choose symbols that represent those from the medieval time period. -The symbols must be diagonal from each other. They cannot be across from each other. -Use the informational packet to guide you to symbols and animals. But remember, this coat of arms represents YOU. You can add modern day symbols as well!

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Clean up: -Pass out student portfolios. Portfolios are grouped by table. Students are to place their work inside of their portfolio. Portfolios are placed at the end of the table. -All scissors, pencils, and erasers go in the table bucket. The informational packet(s) go in the middle of the table. Closure: -Review lesson. After the student has answered the question, their table may line up. Those standing in line may continue to answer questions and choose the next table to get in line. -What time period did we talk about? Medieval -What are we making? coats of arms or family crests -Who carried these coat of arms? Knights -Why? -How did we make our coat of arms? -What are some countries of importance during the Medieval period? France, Scotland, England, Ireland

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Day Two Activity: Introduce: -Review the history of heraldry. -Review information, about the lesson, with students. Ask questions to help students recall what process was used to create their coat of arms. -Discuss the color options involved in the coat of arms. Have students refer to the informational packet that describes Heraldic color. -Students will be applying color, to their coat of arms. -The students will turn in their coat of arms at the end of the class period. Distribution of materials: -Portfolios, supply bucket, art stix and informational packet are at each table -Students will answer review questions related to the information discussed during the previous class period. The student who answers the question will represent their table and come up to the supply table. -The student is to take a word search and black marker for each student at their table. Demonstration: -Students will be completing their coat of arm drawings and outline they’re drawing. -After the teacher has reviewed their coat of arms, students may begin to outline their drawing in black marker. Pencil marks must be erased. Student name and teacher name must be placed on the back, in pencil. -Once students have completed the outline process, they will begin to apply color to two sections of their coat of arms. The sections must be diagonal from each other. The color must continue to represent them. They can choose to color in the symbol and the background or they can color in the two sections without symbols.

-Discuss the use of color in the coat of arms. -Did colors have meaning? -Refer to the informational packet. Have the students read the description of each color. -Call on the students and have them read the meaning of some of the colors. -When coloring, TAKE YOUR TIME! Your finished piece will be permanently transferred to your banner. You cannot make changes after today! -How am I going to get your coat of arms onto the iron-on transfer paper? -Using a scanner, I’m going to scan your image into a computer program called Adobe Photoshop. -After your image has been scanned it will appear on my computer screen. -Using a special tool, in Photoshop, I will reverse the image.

-What does reverse mean? -Why do I need to reverse the image?

-Because of the size of our drawings, I’ll be able to print two different coat of arms on one piece of paper! -How will you get your coat of arms onto the piece of felt? -Instructions and a letter about this project will be sent home with you.

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Clean up: - Portfolios are placed at the end of the table. -All coat of arms must be placed, in a pile, on top of the portfolios. Their name and teacher name must be placed on the back of their work. -All scissors, pencils, and erasers go in the table bucket. The handouts go in the middle of the table. Closure: -Review lesson. After the student has answered the question, their table may line up. Those standing in line may continue to answer questions and choose the next table to get in line. -What time period did we talk about? Medieval -What are we making? Coats of arms or Family Crests -Who carried these Croat of arms? Knights -How did we make our Coat of arms? -Does color have meaning? -How were you to use color in your coat of arms? -How will I get your image onto the computer? -What should I do with the image once in my computer?

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Day 3: Activity: Introduce: -Review the history of heraldry. -Review information, about the lesson, with students. Ask questions to help students recall what process was used to create their coat of arms. -Show students what they will be picking from the supply table (white felt, dowel rod, string of hemp). Distribution of materials: -Portfolios, supply bucket, and informational packet are at each table -Students will answer review questions related to the information discussed during the previous class period. The student who answers the question will represent their table and come up to the supply table. -The student is to take a piece of white felt, dowel rod and string of hemp for each student at their table. -When students have attached the felt to the dowel rod they will work on a Medieval word search. Demonstration: -What will the dowel rod and string be used for?-to create a banner. The felt will be attached to the dowel rod. The string will be used to hang the banner. -Students will be attaching their white felt to the dowel rod using tritix glue. -Apply the glue to the top edge of the white felt. Place the dowel rod over the glue and apply pressure. -Attach the hemp to each side of the dowel rod. -What are you to do after you apply the felt and string to the dowel rod? Word Search Clean up: - Portfolios are placed at the end of the table. -Students are to roll the felt around the dowel rod to take home with them. -Hand students the letter to their parents. Explain the letter and the directions (printed on the back), which describes how to transfer the image to the felt. -Stress that they must write in the day they are to bring their banner back to class. Give them that date! Closure: -Review lesson. After the student has answered the question, their table may line up. Those standing in line may continue to answer questions and choose the next table to get in line. -What are we applying our image to?

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-How are we applying the image? -When are you to bring back your banner? Day 4: Introduce: -Review the reason for the lesson- to introduce students to a specific period of history and how that can relate to their lives today. -Review the use of technology and how different the process they used, during the lesson, was different then the Medieval time period. -The class period will involve a critique of their work. The banners will be put on display. The students will have an opportunity to view each others work and make positive comments. Demonstration: -Have the students place their banners at their seats. Explain the critique process. Students must think about the process we have taken, from day one, and view each other’s work as a finished piece that represents them. -Explain to students that we will be making positive comments about each other’s work. -Students will have the opportunity to reflect and compliment other classmate’s work. -At the end of the critique, students will write about their work by filling out the worksheet handed to them (reflection sheet). Clean Up: -Students are to place their reflection sheet on top of their banner. -Students are to place both items, in a pile, at their table. ASSESSMENT CRITERIA -Did students demonstrate an increasing mastery of artistic medium? -Did students develop creative thinking skills through the problem solving involved in art? -Did students develop fine motor skills through the use of artistic medium? -Did students develop an understanding of the time period and the people that lived during it? -Did students develop an understanding of the artisans and relate ideas to their own project? -Did students learn to identify shape and balance in their work? -Did students develop a dominant color placement in their work? -Did students develop self worth through their artwork? -Did students understand the process of scanning an image into the computer? -Did students learn the concept of image reversal in a computer program? ASSESSMENT TOOL -Teacher monitors and adjusts student behavior and activity during work time. -Class participation -Student comments and responses

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-Student behavior and attitude -Evaluation of final project (Check for knowledge, minus for lack of knowledge) Vocabulary: Heraldry, Medieval, knights, kings, queens, image reversal, coat of arms, Iron-On transfer, scanner, hearth, sword, armor, squire, castle, banner, vellum, vassal, chivalry, shield, bard, illuminations, castle

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Name:_______________________ Date:_____________

Coat of Arms Reflection 1. Name two things learned about the Medieval time period. 2. What is a coat of arms? 3. Who was responsible for carrying the coat of arms? 4. What symbols did I draw on my coat of arms? Why? 5. What color(s) did I use on my coat of arms? Why?

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The Language of Heraldry

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The Language of Heraldry

Heraldic Colors: Yellow or gold = Generosity White or silver = peace & sincerity Black = constancy (sometimes grief) Blue = Loyalty & truthfulness Red = military fortitude & magnanimity Green = hope, joy & sometimes loyalty Purple = Royal majesty, sovereignty & justice

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The Language of Heraldry

Heraldic animals: Bear = protectiveness Bee = industrious Camel = perseverance Dog = loyalty Double Eagle & Eagle = Leadership & Decisiveness Dragon = Defender of Treasure Falcon or Hawk = Eagerness Fox = Cleverness Griffin (part eagle, part lion) = Bravery Horse = Readiness to Serve Lion = Courage Pelican = Generosity & Devotion Raven = Constancy Snake = Ambition Elk & Deer = Peace & Harmony Tiger = Fierceness & Valor Unicorn = Extreme courage Wolf = Constant Vigilance

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State Standards History: 8.1.3 A. Understand chronological thinking and distinguish between past, present and future

time. • Calendar time • Time lines • Continuity and change • Events (time and place)

B. Develop an understanding of historical sources.

• Data in historical maps • Visual data from maps and tables • Mathematical data from graphs and tables • Author or historical source

D. Understand historical research.

• Event (time and place) • Facts, folklore and fiction • Formation of a historical question • Primary sources • Secondary sources • Conclusions (e.g., storytelling, role playing, diorama)

8.4.3 A. Identify individuals and groups who have made significant political and cultural

contributions to world history. • Europe (e.g., Julius Ceasar, Joan of Arc, Pope John Paul)

B. Identify historic sites and material artifacts important to world history. • Europe (e.g., ancient megaliths, Arc de Triomphe, Acropolis)

C. Compare similarities and differences between earliest civilizations and life today (e.g., Africa, Egypt; Asia, Babylonia; Americas, Olmec; Europe, Neolithic settlements). D. Identify how conflict and cooperation among social groups and organizations affected world history.

• Domestic Instability (e.g., political, economic and geographic impact on normal activities)

• Labor Relations (e.g., working conditions over time) • Racial and Ethnic Relations (e.g., treatment of various ethnic and racial groups in

history) • Immigration and migration (e.g., diverse groups inhabiting a territory) • Military Conflicts (e.g., struggle for control)

Reading, Writing, Speaking, Listening 1.1 Learning to Read Independently

• Purpose for Reading

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• Word Recognition Skills • Vocabulary Development • Comprehension and Interpretation • Fluency

1.2 Reading Critically in All Content Areas

• Detail • Inferences • Comparison

1.3 Reading, Analyzing and Interpreting Literature

• Word Recognition Skills • Vocabulary Development • Comprehension and Interpretation • Fluency

1.4 Types of Writing

• Informational 1.5 Quality of Writing

• Focus • Content • Organization • Style • Conventions

1.6 Speaking and Listening

• Listening Skills • Speaking Skills • Discussion • Presentation

1.7 Characteristics and Function of the English Language

• Application 1.8 Research

• Location of Information • Organization

Math: 2.9 Geometry

• Shapes and their properties

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