bjects frm the UMFA Educatin Cllectin Art f Wrk Lk & See: Wh d yu want t be? Utah Museum f Fine Arts www.umfa.utah.edu Educatr Resurces and Lessn Plans Fall 2016 American Suthwest Bear Kachina Dll Cttnwd rt, clay, animal fur, leather, textile, pigment 21st century ED2016.2.1 Mesamerica (Mexic, Belize, Guatemala, El Salavadr, Hnduras, Nicaragua and Csta Rica) Chacml Terractta Date unknwn (art-frm made c. 800 1500 C.E.) ED 1996.10.1 1
unknwn Utah artist Sarah Nisneer, Santaquin Phtgraph 1894 ED2006.2.4 Peru Lake Titicaca (Titiqaqa) embridery Textile Late 19th / early 20th century ED2006.2.184 Knishi Hirsada (als called Gstei Hirsada) (c. 1819 1863), Japan Untitled Wdblck print ca. 1850s ED1996.12.3 2
Lk & See: Wh d yu want t be? Laura Decker and Annie Burbidge Ream Objectives Using bjects frm the UMFA Educatin Cllectin as inspiratin, students will: 1. interact with 5 bjects using all f their senses thrugh drawing, writing, mvement, memry, and tactile experiences. 2. discuss varius types f labr and wrk acrss cultures and time perids. 3. cnnect art t Cre Subjects at grade apprpriate levels. 4. increase dexterity thrugh a variety f hands-n art making tls. 5. make a self-prtrait depicting what they want t be when they grw up. Intended Audiences/Grade Levels 3rd grade State Cre Links (see State Cre Links at the end f this lessn plan) Duratin 60 minutes Materials Objects frm UMFA Educatin Cllectin r reprductin images. Field-guide bklets, flded in half and stapled dwn the middle (see Additinal Resurces) Game cards (see template in Additinal Resurces) Clred pencils Clay, play dugh, r mdel magic Cnstructin paper Scissrs Glue sticks Vcabulary/Key Terms Jb Wrk Tl Self-prtrait Cmmunity smething smene des, ften t make mney t have a jb smething yu use fr wrk r t d a jb a picture f yu a grup f peple 3
Activity Part One: Lking and interacting with bjects. 1. Divide the classrm int 5 statins. Place ne bject, it s crrespnding cards, and a sand timer at each statin. (Cards are gruped by clr.) 2. Discuss bject handling (ne persn, tw hands at all times; hld the bject ver a table; always wear glves). 3. Pass ut glves and field guide bklets t each student. 4. Divide students int 5 grups, and assign 1 grup at each statin. Dn t give students any backgrund infrmatin abut the art wrks. 5. Give students 5 minutes (ne turn f the sand-timer) at each statin t wrk frm the cards and rtate them t the next bject statin. Have students nte their bservatin and respnses in their field-guide bklets. Part Tw: Cme back tgether and discuss bjects as a grup. Which bject was yur favrite? What did yu ntice abut it? What d all these bjects have in cmmn? They als shw peple wrking. What are sme kinds f wrk yu can think f? What kinds f wrk d yu think these peple are ding? (G thrugh them ne-byne?) What is a tl? What kinds f tls d yu see in these bjects? What tls might help these figures d their jbs? Part Three: Reflectin. Make yur wn self-prtrait. Review different jbs and rles in the cmmunities yu are studying. Discuss as a grup r as an individual writing prmpt: What d yu want t be when yu grw up? What kinds f tls will yu need t d that jb? Spend a cuple minutes drawing a sketch f yurself shwing what yu want t be when yu grw up. What tls will yu include? Pass ut supplies fr students t make cut paper self-prtraits depicting themselves in their chsen career, highlighting the tls required fr the jb. Part Fur: Wrap-up. Discuss as a grup: What d yu want t be when yu grw up? (Have each student answer and write them n the bard.) Are there any cmmn jbs listed? What tls are yu ging t need in yur jb? Why? 4
Display students self-prtraits arund the rm. Cnsider pssible grupings with the students: by prfessin, clr, tls, etc. State Cre Links 3rd Grade Visual Arts Strand: CREATE Students will generate artistic wrk by cnceptualizing, rganizing, and cmpleting their artistic ideas. They will refine riginal wrk thrugh persistence, reflectin, and evaluatin Strand: PRESENT Students will analyze, interpret, refine, and select artistic wrk fr presentatin. They will cnvey meaning in the manner in which the art is presented Strand: RESPOND Students will understand, evaluate and articulate hw wrks f art cnvey meaning fr the bserver as well as the creatr Strand: CONNECT Students will relate artistic skills, ideas, and wrk with persnal meaning and external cntext. 3rd grade Scial Studies Standard 2: Students will understand cultural factrs that shape a cmmunity. Standard 3: Students will understand the principles f civic respnsibility in classrm, cmmunity, and cuntry. Science Standard 1: The Prcesses f Science, Cmmunicatin f Science, and the Nature f Science. Students will be able t apply scientific prcesses, cmmunicate scientific ideas effectively, and understand the nature f science. Objective 1 Generating Evidence: Using the prcesses f scientific investigatin (i.e. framing questins, designing investigatins, cnducting investigatins, cllecting data, drawing cnclusins) Additinal Resurces Game cards 4.25 x 5.5 are clr cded: Chacml + H E R O letter cards (brain) Sarah Nisneer, Santaquin (memry) Bear Kachina Dll (bdy) Lake Titicaca (hands) Knishi Hirsada wdblck print (imaginatin) 5
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Use yur hands! Use yur imaginatin! What are these peple ding? What tls are they using? Use clred pencils t draw all the clrs yu can find. If yu culd be ne f these peple, wh wuld yu be? Draw that persn. What is this persn ding? What animals d yu think wuld live here? Write r draw a stry abut what happens next? Use yur brain! Use yur bdy! What is this persn thinking abut? Use yur bdy t act ut what this animal is ding. What d they d fr a jb? Draw what yu think he wuld put in his bwl. What des it sund like? Make the sund with yur neighbr. Use the letters here t make a wrd that means smene wh is brave and helps thers. What stry d yu think this animal is telling? What wuld yu put in its hands? Make it ut f clay.
Use yur memry! What is this persn ding? What tls are they using? Lk at this picture thrugh the magnifying glass. Nw, turn arund and draw what yu saw. If yu need t, yu can lk nly ne mre time. H E R
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