ARTS IMPACT ARTS-INFUSED INSTITUTE LESSON PLAN (YR1-TTAL) Artist-Mentor Beverly Harding Buehler Examples: Grade Level: K (Link to Arts Connections, Level K, Lines to Touch, pages 20-21A) Enduring Understanding Actual texture is the way something feels on the surface. Using different kinds of lines can create different textures. Target: Make a variety of textures. Criteria: Makes at least three different kinds of raised lines. Target: Fills composition with chalk pastel. Criteria: Applies chalk pastel to whole composition so no white paper remains. Target: Describes actual textures. Criteria: Selects adjectives to describe each of the different raised lines s/he created. Teaching and Learning Strategies GENERATE IDEAS Gather Information From WHAT you know From WHO you know Day One 1. Teacher introduces concept of texture. Prompts: The way something feels is called texture. Staying right where you are, touch something with a smooth texture on your own body. Can you find a rough texture? How about a bumpy texture? Student: Touches various different textures in response to adjective cues. (all children touching appropriate textures in response to adjective cues) CONSTRUCT MEANING Brainstorm Create drafts Organize ideas Make a choice SELF-REFLECT Check in with self Check in with others Refine work 2. Introduces how line can imply textures. Prompts: If you could touch the different parts of this picture (Hokusai, Boy Juggling Shells picture from Art Connections), what would they feel like? Do you think the boy s hair would feel bristly like a brush or soft like feathers? Why do you think so? What kinds of lines did Hokusai use to show you that? Student: Participates in analysis of textures in a work of art, using adjectives to describe. 3. Introduces concept of actual texture. Prompts: Even though we can imagine the ways different parts of Hokusai s picture might feel, on the surface it s flat. But this painting by Jackson Pollock (Sea Change, from Seattle Art Museum) and this mask from Liberia (Ga Wree Wree from Seattle Art Museum) have actual bumps and ridges and rough places. We call that actual texture. What would the different 8-13
parts of the mask feel like if you could touch it? (Optional: Hand out cowrie shells, strips of leather, strips of cotton cloth, small metal bells, plastic beads, and small pieces of ivory which are some of the materials on the mask and ask students to generate a word wall with describing words to express the way these various materials feel). Jackson Pollock called his painting Sea Change, and there are real bits of sand, sea glass, pebbles, and string on it. What words can you use to describe these actual textures that you find on the beach or at the sea? What kinds of lines did Jackson Pollock use in his picture to show these textures? You are CONSTRUCTING MEANING as an artist when you THINK ABOUT WHAT YOU SEE. Student: Participates in visual analysis of actual textures, using adjectives to describe. 4. Explains goal of art-making, to create at least three different kinds of lines that will feel different from each other when they are dry. Demonstrates drawing with black glue, and facilitates students making glue drawings. Prompts: Today we are going to make pictures of lines. Instead of using pencils or paint, we are going to draw our lines with black glue! We want our lines to have at least three different actual textures when they are dry, so what kinds of lines do you think you might draw? What kind of texture do you think you would get if you drew a long skinny line? How about a slow fat line? What if you drew a broken or dotted line? LET S GENERATE IDEAS! Watch me draw some lines with the black glue. I ll point to one. Then you whisper to a buddy what you think my line might feel like when it s dry. You are CONSTRUCTING MEANING as an artist when you BRAINSTORM for IDEAS. Student: Generates ideas of different kinds of lines s/he might draw with glue to create a range of actual textures. Uses adjectives to describe what a certain line might feel like. Draws at least three different kinds of lines with glue. Whispers adjectives to describe observed actual textures. Embedded Assessment: Criteria-based peer assessment Day Two One Week Later (when glue drawings are dry) 1. Facilitates generating texture word list in response to students actual textures. Prompts: Now that our glue drawings are dry, let s touch them and share some of the describing words (adjectives) that tell what our actual textures feel like. (HINT: You might write down some of these words next to a drawn line that looks like the one the student pointed out to create a full-class word bank). Student: Uses adjectives to describe what his/her actual textures feel like. 2. Demonstrates chalk pastel techniques to fill compositions from edge to edge with color Prompts: Now that our glue drawings are dry, we are going to fill our whole compositions with chalk pastels. Remember that chalk pastels are like squared-off pieces of colored chalk. You can draw with the end of the pastel, or you can turn it on its side to get a broad area of color. You can also mix colors right on your paper by putting one color over another and then blending them together with a finger ghost made out of tissue wrapped around your pointer finger. You are CONSTRUCTING MEANING as an artist when you ORGANIZE your IDEAS. When we think about our own work or check in with a friend we are working just like artists; we re SELF-REFLECTING. Ask yourself: Did I fill in all the white spaces with chalk pastel? Ask a friend: How did my neighbor use chalk pastels? Do I want to borrow any ideas from him/her to finish my composition? Student: Fills the whole composition with chalk pastel so no white paper remains. Self reflects and reflects with a peer. Embedded Assessment: Criteria-based self-assessment; peer review 8-14
3. Facilitates students titling their images with adjectives that describe the three different actual textures they created. Prompts: In art and writing, we use adjectives, or describing words, to describe the feeling of a picture or sentence. Today, we are going to make up titles for our glue drawings that tell what they actually feel like. What describing words would describe the different actual textures in your picture? Tell your elbow buddy your ideas and ask him/her which words s/he would pick to describe your picture. Student: Checks-in with self and others. With peer, brainstorms and titles his/her composition with adjectives to describe the actual textures of the picture. Embedded Assessment: Criteria-based self-assessment; peer review; teacher checklist Vocabulary Materials and Community Resource WA Essential Learnings & Frameworks Arts Infused: Texture words Reading/Writing: Adjectives Arts: Actual texture Chalk pastel Composition Museum Artworks: Katsushika Hokusai, Japanese, Boy Juggling Shells, Edo Period, Art Connections Jackson Pollock, American, Sea Change, 1947, Seattle Art Museum, 58.55 Unknown artist from Dan culture, Liberia, Ga Wree Wree Mask, 1850-1980, Seattle Art Museum, 81.17.197.1 Art Materials: White watercolor paper one 6x9 in. piece for practice, and one 9x12 piece for finished piece Black glue 2/3 Elmer s glue + 1/3 black tempera paint Tissues Chalk pastels Laminated art mats laminated piece of 12x18 tagboard Blue painter s tape to tape down all four edges of paper to art mat Arts State Grade Level Expectations AEL 1.1 concepts: actual texture AEL 1.2 skills and techniques: drawing with alternate media black glue; chalk pastel AEL 2.1 applies a creative process in the arts: creating, responding AEL 4.2 demonstrates the connections between the arts and other disciplines: writing Writing State Grade Level Expectations 3.2.2 builds a rich vocabulary through talking, listening and language activities: art analysis, titling a work of art Uses words from classroom resources (e.g. word walls, charts) Local Art References Jackson Pollock, American, Sea Change, 1947 Seattle Art Museum, 58.55 Unknown artist from Dan culture, Liberia, Mask (Ga Wree Wree), 1850 1980, Seattle Art Museum, 81.17.197.1 8-15
ARTS-INFUSED INSTITUTE LESSON PLAN (YR1-TTAL) ASSESSMENT WORKSHEET Disciplines ARTS WRITING Concept Actual Texture Technique: Adjectives/ Oil Pastels Describing Words Students Makes at least three Applies chalk pastel to Selects adjectives to different kinds of raised whole composition so no describe each of the lines white paper remains different raised lines s/he created 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. Total Percentage Total Points 3 Criteria-based Reflection Questions: (Note examples of student reflections on back.) Generating Ideas: Constructing Meaning: Self-Reflection: Thoughts about Learning: Which prompts best communicated concepts? Which lesson dynamics helped or hindered learning? Lesson Logistics: Which classroom management techniques supported learning? Teacher: Date: 8-16
ARTS IMPACT ARTS-INFUSED LEARNING FAMILY LETTER ARTS AND LITERACY LESSON Dear Family: Today your child participated in an Arts and Literacy lesson. We learned that actual texture is the way something feels on its surface. We made different actual textures by making different kinds of lines with black glue. When the glue lines dried, we could touch them and use adjectives (describing words) to describe the way each texture felt. Then we filled our whole compositions with chalk pastel so that no white paper remained. We made actual textures with black glue lines. We described our actual textures with adjectives (describing words). We filled our compositions with chalk pastel so that no white paper remained. Go on a texture hunt! Walk through your house and notice all the different textures you can touch. How many different adjectives can you use to describe those actual textures? Enduring Understanding Actual texture is the way something feels on the surface. Using different kinds of lines can create different textures. 8-17