Estimated time: 1 hour
Goal: Students will be able to draw an image that represents health, wellness and dignity by doing the Color, Symbol, Image thinking routine.
Share some of George Ahgupuk's drawings and ask the students how each drawing represents health, wellness and dignity.
Share short video on Color, Symbol, Image thinking routine and tell students that their topic will be to come up with an image that symbolized health, wellness and dignity for their drum.
Have students complete CSI (Color, Symbol, Image) thinking routine on paper (or computers, as in video.)
Share Austin's Butterfly video if appropriate and talk about how many drafts it took Austin to create a high quality drawing Tell them they will be doing their first draft today and then will get feedback from peers.
Students use their drums to trace a circle onto paper that will be the same size as their drum. This will be used to develop their ideas from the CSI activity for their drum design drawing. Students complete 1st draft of their drum drawing.
paper, pencils, scissors
Estimated time: 1 hour
Goals: Students will be able to give kind, specific and helpful feedback to peers about their drawings using a rubric. Students will be able to incorporate feedback and complete a 2nd draft of their drum drawing on paper.
Watch Austin's Butterfly (preview first to see if it's useful for this age group).
Explain that creating high quality work often takes "multiple drafts" and feedback from peers .
Tell them today they will be able to give each other feedback on their first drawings (when they are ready). Stress that the three rules are to be kind, specific and helpful.
Model using the rubric below and how to give kind specific feedback to another person about their 1st draft drawing.
Give students time to incorporate peer feedback to improve their drawings.
Drawing Rubric for students to use for peer feedback (see below)
paper , pencils
Watch: E.L. Models of Excellence; Peer Critiques
Good video to watch that shows how students do peer critiques and work on multiple drafts of drawings:Read: Critique Protocol: Helping Students Produce High-Quality Work
Estimated time: 1 hour
Goal: Students will be able to transfer their drawing onto their drums.
Demonstrate how to transfer image onto fabric by taping drawing onto back side of drum fabric so that you can see it through the fabric. Trace image with a permanent marker onto the drum.
Seal drum with water based sealant or varnish after drawing is complete.
sharpies (permanent markers)
sealant for drums to protect drawings
Estimated time: 1 hour
If possible, invite local drummers to teach a dance to the students.
Students continue to practice the dance with the local drummers.
Goal: Students will perform the dance taught to them by the local drummer for an audience and share their drums that they made.
If possible, video performances to share with other 7th graders around the district and contribute to the SILKAT student work collection for each unit.
Goal: Students will reflect on how dance can support health, wellness and dignity.
Have students reflect on the unit as a whole and think about what they have learned by making their drum, designing an image for it, creating and performing a dance. Ask them to write a short reflection that answers the question, "How does your topic contribute to the health and wellness of ourselves, our families and community?"