Fulbright TGC Fellow Unit Plan Template
Prepared by: Tina Banks
School/Location: Eagle Creek Elementary School, Indianapolis, Indiana
Subject: Visual Art Grade: 3
Interdisciplinary Unit Title: Exploring the World – Mexico, Nigeria, Japan
Time Needed: one semester
Unit Summary: The third grade art curriculum focuses on traveling the world. The students spend all year ‘traveling’ to different countries and continents learning of the cultures and art. In each area of the world, the students get their passport stamped and create an artwork/s connected to the culture of study. In this particular unit, the students will explore Mexico, Nigeria, and Japan. They will learn specific qualities of each region, develop similarities and differences, see artistic themes that run throughout the area and develop an understanding of how people live day to day and celebration traditions that differ from their own. Images will be created to make a Travel Quilt with each country that we study. We will use these images for reflection throughout the year.
*Third grade art classes meet for fifty minutes every four days.
*I teach in a Choice-Based format – The students are given an overall idea or theme of the artistic task and they choose the media/s that they will use to create the project.
STAGE 1: Desired Results
ESTABLISHED GOALS:
Indiana State Standards – Visual Art, Grade 3
3.RI.7 use information gained from illustrations (eg.maps, photographs) and the words in a text to demonstrate understanding of the text
3.W.1. Write opinion pieces on topics or texts, supporting a point of view with reasons
3.1.1. Identify visual clues in works of art and artifacts that reflect characteristics of a given culture and speculate on where, when, and by whom the work was made.
3.1.2. Speculate on the function or purpose of a work of art and make connections to culture.
3.1.3. Identify themes and symbols in works of art from various cultures, ethnicities, and historical periods.
3.3.1. Describe and analyze sensory, formal, technical, and expressive properties in own work and works of artists through discussion and/or writing, developing appropriate vocabulary.
3.5.2. Discuss questions about art and recognize that various cultures have different beliefs about beauty and art.
3.6.2. Create artwork that communicates personal ideas and experiences.
3.6.4. Demonstrate evidence of critique, reflection, and revision in creating artwork.
3.7.1. Apply elements and principles in artwork that effectively communicates ideas.
3.8.1. Identify and compare similar concepts or big ideas found in art and across disciplines.
GLOBAL COMPETENCY:
1. Investigate the world beyond their immediate environment
2. Recognize, understand, and appreciate the perspectives and the world view of others
3. Communicate ideas effectively with diverse audiences by engaging in open, appropriate, and effective interactions across cultures
TECHNOLOGY USED:
Website: Empatico
Promethan Board
Internet access
Google Maps
Canvas Software (school district)
Padlet
RESOURCES:
Books
Artifacts
Posters/Prints
Transfer
Students will be able to independently use their learning to:
T1. Recognize different styles of artwork – Mexico, Nigeria, Japan
T2. Compare and contrast different styles of artwork
T3. Investigate the world beyond their immediate environment
T4. Connect to the local and global community
T5. Respect and value diversity within cultures
Meaning
UNDERSTANDINGS
Students will understand that:
U1. Culture is art; art is culture
U2. Different areas of the world create different kinds of artworks
U3. There are multiple perspectives and multiple ways of showing the same idea through artworks
ESSENTIAL QUESTIONS:
E1. What are the similarities and differences between Mexican, Nigeria, and Japanese artwork?
E2. Why does learning about other cultures matter to me?
E3. Why might learning of other cultures matter to the world?
E4. Why do artists create in different ways?
E5. What can looking at artworks tell us about the culture?
Acquisition
Students will know: (content)
1. Where to locate Mexico, Nigeria, and Japan on the map
2. Cultural differences and similarities between the three countries/continent
3. Styles of art associated with each area
4. Understand people live and carry out traditions differently around the world
5. Key facts and culture about Mexico, Nigeria, Japan
6. The importance of learning about the art of other cultures and how it can function as a bridge to further understanding and developing empathy and tolerance
Students will be able to: (skills)
1. How to create an artwork related in style to each region studied
2. Identify artwork associated to each region
Stage 2 - Evidence
Assessment
Evaluation Criteria (Learning target or Student Will Be Able To)
1. Understanding of location and culture in Mexico, Nigeria, Japan
2. Understanding of key concepts in global education
3. Investigating the world
4. Recognizing perspectives
5. Gathering evidence from books, artifacts, posters, resources
6. Collaborative listening skills
Assessments FOR Learning:
-KWL Chart
-Exit Tickets
-Class Critiques
-Map coloring (in sketchbook/passport)
-Class Discussions
-Sketches, artistic research created for each area of study
-Reflection Questions
1. Growth on the KWL Chart, Exit Tickets
2. Class Critiques, discussions
3. Researching ideas and drawing sketches in sketchbook
4. Create artworks
5. Writing Artist Statements
6. Reflections
Assessments OF Learning:
-Artist Statements
-Artwork relating to each area of study
Stage 3 - Learning Plan
Lesson #1: Mexico
Day One:
- Music from Mexico plays as the students enter the room.
- Some students are given papers with pictures of bones on them and with each bone is written information about Dia De Los Muertos. All students sit in a circle and we take turns laying the paper bones down, reading each clue, until we have put the entire skeleton together. The teacher lays out more posters, pictures, and artifacts relating to Dia De Los Muertos. We discuss how Dia De Los Muertos is often confused with Halloween and what the similarities and differences are (Venn Diagram).
- Artistic Task: Students will create an artwork honoring their family. The student can choose to either create in a “Mexican style” with a skeleton OR come up with their “Own style” of artwork to honor their family.
- Students sketch in sketchbook their ideas for the project
- Students color in the country of Mexico in their sketchbook (map page)
Day Two:
- Students have open studios (choosing media from: painting, drawing, sculpture, collage, fibers/textiles, printing) to work on their art works, using their ideas in sketchbook from Day One
Day Three:
- Students finish artworks and write their Artist Statement describing their creation honoring their family
Day Four:
- Through the site Empatico, my students have a live conversation with classroom from Mexico. We ask them about Dia De Los Muertos and their culture. We show the Mexican classroom our artwork. After the video conversation, students will write “I used to think ____ but, now I think ___” as an exit ticket.
Day Five:
- Artworks will then be hung for the school audience and as a class, we will have our own critique giving one another “Arty Awards” (Using Token Response Cards: each students gets 4 cards – one with a heart representing “I love it”; two with a light bulb representing “great idea” three with hand representing “awesome craftsmanship” and four with a clock representing “took a lot of time”. Class discussion on awards and artwork.
Lesson #2: Nigeria
Day One:
- Students will start with a KWL chart on Nigeria
- Use Google Maps to “travel” to Nigeria – showing students live video
- Use Dollar Street to show photos to students of how people live in Nigeria https://www.gapminder.org/dollar-street/matri
- Students will be introduced to the country of Nigeria through an episode of Bino and Fino, a children’s cartoon made in Nigeria. Bino and Fino travel through Africa celebrating the heritage and customs, offering the viewer information and fun facts of Africa.
- Students take a gallery walk around the classroom, observing books, artifacts, artworks, posters relating to Nigeria
- Students fill in the “L” on the KWL chart after viewing Bino and Fino and gallery walk
- From the Gallery Walk - Students sketch in sketchbook ideas for an upcoming art project relating to Nigeria
- Students color in the country of Nigeria in their sketchbook (map page)
Day Two:
- Read aloud: Why the Sky is Far Away – a Nigerian folktale – “The sky was once so close to the Earth that people cut parts of it to eat, but their waste and greed caused the sky to move away.”
- Class discussion on conservation, waste, greed. Show other books relating to conservation: The Lorax, One Plastic Bag, Earth Heroes
- Students add their thoughts and reflections to their sketchbooks from story and books shared
- Taking the knowledge learned from Bino and Fino, Why the Sky is Far Away, and sketches, students will form an idea of their own under the Umbrella Idea of “conservation”- this can be a project to show how conservation benefits our world (for example creating a poster to take action/using artwork to make a social statement and/or change) and/or a project that uses recycled resources to create the work.
Day Three and Four:
- Students have open studios (choosing media from: painting, drawing, sculpture, collage, fibers/textiles, printing) to continue work on Conservation Art Project
Day Five:
- Students will write their Artist Statement describing their Conservation – Nigerian Artwork
- Hang student work in school. Give the opportunity to students who would like to go onto the school morning announcements (televised) to present their poster and make a statement about conservation.
Day Six:
- Students are introduced to the Nigerian craft, Adire Cloth. We will first watch Imagine Creating: Making Adire Cloth https://www.youtube.com/watch?v=nELccoG-PcA and The Ancient art of the Adire Cloth makes a comeback in south-west Nigeria https://www.youtube.com/watch?v=gY3QIhTtKq8
- Students will observe a variety of Adire Cloth patterns on Google Images
- Students will create geometric patterns and/or items from nature in their sketchbook for beginning ideas of their own Adire Cloth
Day Seven:
- We will use cotton fabric, mixed paste, and blue dye to create our own indigo-dyed cloth
Day Eight:
Lesson #3: Japan
Day One:
- Students are greeted at the door with teacher dressed in a kimono and socks. Teacher bows to the students and says “Kon’nichiwa”. She tells them that in a Japanese school, students would take their shoes off at the door and wear socks inside. Students can participate in this tradition by leaving their shoes at the door.
- Students come into the classroom with Japanese music playing.
- Use Google Maps to “travel” to Japan – showing students live video
- Use Dollar Street to show photos to students of how people live in Japan https://www.gapminder.org/dollar-street/matri
- The classroom is divided into Japanese stations: 1 – chop sticks with fake food: Students will learn how are use chopsticks and the different kinds of foods that are traditional Japanese; 2 – books: Students experience opening a book from the opposite direction and observe the characters and writings starting from the left, going down; 3 – Kimonos: Students practice putting a kimono on one another. 4 – Pictures, posters, of Japan and Japanese artwork: Students look at the landscapes and culture through photos and artwork; 5 – ink, copies of Japanese characters, and bamboo brushes: Students will experiment trying to hold a bamboo brush correctly, with correct posture, and write characters
- Students are divided into groups and will travel to the different Japanese stations (stations are timed)
- Students sketch and write in their sketchbook: 3,2,1: 3 things I learned; 2 questions I have and 1 thing I enjoyed
- Students color in the country of Japan in their sketchbook (map page)
Day Two:
- Students read different Japanese Haiku
- Class discussion on the makings of a Haiku and how nature is found in most Japanese Haiku
- Artistic Task: Students will create an artwork and Haiku. Overall theme or umbrella idea: Nature
- Students work in sketchbook to form ideas
Day Three:
- Students have open studios (choosing media from: painting, drawing, sculpture, collage, fibers/textiles, printing) to continue work on their Nature/Haiku
- Students written Haiku takes the place of an Artist Statement
Day Four:
- Students are given another student’s artwork when they come in. They write a note to that artist telling them two things that they love about the artwork and one wish that they would have liked to see. Artworks will then be hung for the school audience and as a class, we will have our own critique.
Summative Semester Review:
Using the Travel Quilt as reference, have a class discussion on the Essential Questions relating to this unit. Have the students pick one Essential Question to use as an exit ticket, writing their own response, after discussion.
The Travel Quilt: The Travel Quilt will be added to throughout the year with every country that we study. By the end of the year it will reflect all of our key images from the places we traveled. This will be used to go back and reflect, compare/contrast, and to keep circling back to answering the Essential Questions.
TGC FELLOWS UBD Lesson Template
Lesson Title: Traveling Around the World - Nigeria (lesson one of two) Subject: 3rd grade ART Prepared by: Tina Banks
Materials Needed: google maps, Dollar Street, Bino & Fino, Why the Sky is Far Away, sketchbooks with maps inside, choice-based artist studio stations
Global Competency: Investing the World, Recognizing Perspectives, Action (option)
Where is the lesson going?
(Learning Target or SWBAT)
LT: I can identify where Nigeria is on the map.
I can understand some of Nigeria’s customs.
I can gather information from books and resources to form a creative idea for an artwork relating to the Nigerian culture.
I can listen to others in discussion. I can listen to directions.
Hook:
Tailored Differentiation:
- KWL chart
- Google Maps with live video in Nigeria
- Dollar Street – looking at home and lives of families in Nigeria
- Bino & Fino cartoon
- Choice-based artist studio stations
- Action opportunity on morning announcements
Equip:
Students will :
- gallery walk with sketchbook
- color in Nigeria on map
- filling in the L of the KWL chart
- read aloud: Why the Sky is Far Away
- class discussion on the book and conservation
Rethink and revise:
Students will create an conservation artwork
Evaluate:
- Artist Statement
- KWL Chart
Notes:
Organization:
Fulbright TGC Fellow Unit Plan Template
Prepared by: Tina Banks
School/Location: Eagle Creek Elementary School
Subject: ART Grade: 3 Interdisciplinary Unit Title: Exploring India
Time Needed:
Unit Summary: The third grade art curriculum focuses on traveling the world. The students spend all year ‘traveling’ to different countries and continents learning of the cultures and art. In each area of the world, the students get their passport stamped and create an artwork/s connected to the culture of study. In this particular unit, the students will explore India. Students will be introduced to the culture of India. They will explore different beliefs and artifacts of India. They will gain a knowledge and understanding of a culture different than their own.
They will learn specific qualities of the culture, develop similarities and differences, see artistic themes that run throughout the area and develop an understanding of how people live day to day and celebration traditions that differ from their own. *Third grade art classes meet for fifty minutes every four days.
*I teach in a Choice-Based format – The students are given an overall idea or theme of the artistic task and they choose the media/s that they will use to create the project.
STAGE 1: Desired Results
ESTABLISHED GOALS:
G1: Compare and contrast student’s culture to that of Indian culture
G2: Build knowledge of Indian culture and beliefs
G3: Explain 1947 Partition of India and how it affected culture
Indiana State Standards – Visual Art, Grade 3
3.RI.7 use information gained from illustrations (eg.maps, photographs) and the words in a text to demonstrate understanding of the text
3.W.1. Write opinion pieces on topics or texts, supporting a point of view with reasons
3.1.1. Identify visual clues in works of art and artifacts that reflect characteristics of a given culture and speculate on where, when, and by whom the work was made.
3.1.2. Speculate on the function or purpose of a work of art and make connections to culture.
3.1.3. Identify themes and symbols in works of art from various cultures, ethnicities, and historical periods.
3.3.1. Describe and analyze sensory, formal, technical, and expressive properties in own work and works of artists through discussion and/or writing, developing appropriate vocabulary.
3.5.2. Discuss questions about art and recognize that various cultures have different beliefs about beauty and art.
3.6.2. Create artwork that communicates personal ideas and experiences.
3.6.4. Demonstrate evidence of critique, reflection, and revision in creating artwork.
3.7.1. Apply elements and principles in artwork
GLOBAL COMPETENCY:
Investigate the World
Recognize Perspectives
Communicate Ideas
TECHNOLOGY USED:
RESOURCES:
Transfer
Students will be able to independently use their learning to:
T1: Investigate the world beyond their immediate environment.
T2: Recognize Perspectives.
T3: Communicate ideas effectively with a diverse audience.
T4: Compare and contrast their culture to Indian culture.
T1. Recognize different styles of artwork
T3. Investigate the world beyond their immediate environment
T4. Connect to the local and global community
T5. Respect and value diversity within cultures
Meaning
UNDERSTANDINGS
Students will understand that:U1. Culture is art; art is culture
U2. Different areas of the world create different kinds of artworks
U3. There are multiple perspectives and multiple ways of showing the same idea through artworks
ESSENTIAL QUESTIONS:
E1. What are the similarities and differences of Indian artwork?
E2. Why does learning about other cultures matter to me?
E3. Why might learning of other cultures matter to the world?
E4. Why do artists create in different ways?
E5. What can looking at artworks tell us about the culture?
Acquisition
Students will know:
K1: Beliefs and traditions in India
K2: Similarities and differences from student culture to Indian culture
K3: Understand a culture different from their own
Students will be able to: (skills)
1. Create an artwork through the study of architecture via drawing the Taj Mahal
2. Create an artwork based on the idea that artists draw what they see via drawing the nation’s bird, peacock
3. Create an artwork and writing about one’s own “Happy Place”
2. Identify artwork associated to India
Stage 2 - Evidence
Assessment
Evaluation Criteria (Learning target or Student Will Be Able To)
1. Understanding of location and culture of India
2. Understanding of key concepts in global education
3. Investigating the world
4. Recognizing perspectives
5. Gathering evidence from books, artifacts, posters, resources
6. Collaborative listening skills
Assessments FOR Learning:
-KWL Chart
-Exit Tickets
-Class Critiques
-Map coloring (in sketchbook/passport)
-Class Discussions
-Sketches, artistic research created for each area of study
-Reflection Questions
1. Growth on the KWL Chart, Exit Tickets
2. Class Critiques, discussions
3. Researching ideas and drawing sketches in sketchbook
4. Create artworks
5. Writing Artist Statements
6. Reflections
Assessments OF Learning:
-Artist Statements
-Artwork relating to each area of study
Stage 3 - Learning Plan
Introduction to the Unit and Lesson #1
- Music from India plays as the students enter the room.
- Our “in house” expert, Mrs. Shah (school librarian) will read the book, The Secret Kingdom by Barb Rosenstock
- Along with the reading, Mrs. Banks will run the Google Slides showing and explaining some of the different cultural items noted in the reading of the book.
- Artistic Task: Students will create an artwork of their “Happy Place”
- Students will write a connection piece describing their “Happy Place” creation
- Students sketch in sketchbook their ideas for the project
- Students color in the country of India in their sketchbook (map page)
- Students have open studios (choosing media from: painting, drawing, sculpture, collage, fibers/textiles, printing) to work on their art works, using their ideas in sketchbook
- Through skype, my students have a live conversation with a teacher from India
- Through skype, my students have a live conversation with the author, Barb Rosenstock
- After the video conversation, students will write “I used to think ____ but, now I think ___” as an exit ticket.
Lesson #2:
Lesson #3:
In 3rd grade Visual Arts Class your student travels the world!
We study the arts of Asia, Africa, South America, and many more!
As in years of the past, we studied the art and culture of India - drawing the architecture of the Taj Mahal and drawing what we see in the eye of the peacock, the countries national bird. But, this year we got to experience a little more. We skyped with a teacher from India. Our very own in house Indian expert, Mrs. Shah, read us the book, The Secret Kingdom. This book opened our eyes to an outside environmental artist named Nek Chand. And we had so much fun creating our own Secret Kingdom (aka: our happy place). We skyped again, this time with the author of the book we read, Barbara Rosenstock. It was a lot of fun asking her questions. And our minds were blown when we zoomed in on the Nek Chand gardens using Google Earth!
But, with all of that, we have opportunity to experience even more of India!
On May 20th your 3rd grader will explore different stations relating to the country of India!