| Lesson Title: |
Instant Natural Wonders
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| Grade Level: |
3rd
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PA. Standards for the Arts and Humanities
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| 9.1.5 A. |
Know and use the elements and principles of each art form to create works in the arts and humanities.
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| 9.1.5 B. |
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
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| 9.1.5 C. |
Know and use fundamental vocabulary within each of the arts forms.
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| 9.1.5 E. |
Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts.
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| 9.1.5 H. |
Use and maintain materials, equipment and tools safely at work and performance spaces.
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| 9.2.5 A. |
Explain the historical, cultural and social context of an individual work in the arts.
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| 9.2.5 C. |
Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Contemporary, Futuristic, others).
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| 9.2.5 E. |
Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas).
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| 9.2.5 F. |
Know and apply appropriate vocabulary used between social studies and the arts and humanities.
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| 9.3.5 D. |
Compare similar and contrasting important aspects of works in the arts and humanities based on a set of guidelines using a comprehensive vocabulary of critical response.
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| 9.4.5 A. |
Identify uses of expressive symbols that show philosophical meanings in works in the arts and humanities.
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| 9.4.5 D. |
Explain choices made regarding media, technique, form, subject matter and themes that communicate the artist's philosophy within a work in the arts and humanities.
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Objectives
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| Knowledge: |
Students learn that pattern and shape can be found in nature.
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| Skill: |
Students learn how to find interesting or unexpected shapes and patterns in common natural items.
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| Attitude: |
Students learn to be more aware of their natural environment.
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| Prepare Ahead: |
Polaroid camera and film
9x12 watercolor paper
watercolor paints
water buckets
crayons
pencils
brushes
paper towels
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| Prior Knowledge: |
Students know what a camera is and what it does. They have been taught about film and its role in taking pictures. They have also seen Andrea Baldeck's photo exhibition in the Galleries at Moore.
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Motivation
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Questions Leading Students to
Discovery: |
We went on a field trip last week. Who remembers the artist we saw? (desired response: Andrea Baldeck) Good, her name was Andrea Baldeck. What kind of art does Andrea make? (teacher points to examples of the work) are they paintings or drawings? (desired response is photographs or pictures.) Good! Who can point to an example of a photograph around this room? How does someone take a photograph? What would we use? (desired response is a camera) Yes! Exactly. We would use a camera to take a photograph. (teacher picks up her camera) This is my camera. But before I can use it, there is something I need to put inside of it. What goes inside of a camera? (desired response is film, but if no one remembers, teacher will explain.) Film! I need to put film inside first. Everyone say "developed". (students do.) When I get my film developed, it means someone is making pictures out of it. If this were a normal camera, I would have to wait as long as three days to get my pictures back! But this camera is special. Instead of waiting days, like I would with a normal camera, this camera makes pictures instantly! Everyone say "instantly". Who can guess what instantly means? Instantly means that something happens (teacher snaps her fingers) like that.
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| Demonstration: |
WEEK ONE:
Teacher holds the camera to her face and snaps a picture of something in the room, such as a cabinet that has a wood grain pattern on it. What is a pattern? (desired response is repeating shapes). Teacher says, So when I take the film out of the camera, the picture will magically appear in a few seconds! (teacher tacks photograph up on the board.) What is something you notice about Andrea's photographs from the exhibit? (teacher motions toward the prints on the board.) What kind of things do you see in them? (desired response: flowers, plants, leaves, shells, etc.) What kinds of differences do you see in these objects? What kinds of patterns or shapes do you notice in them? (desired response: dots, lines, swirls, loops, circles, puzzles, anything. Teacher will call on students and ask them to go up to the board and point to what they are talking about.) So if we look at the picture I just took with my instant camera, (teacher picks up the photo), what kind of pattern do you notice here on the cabinet? Or anywhere else in the photograph?(desired response: lines, wiggly lines, etc.) We are all going to go outside and choose something in nature that has a pattern on it. I want everyone to have a buddy. When you and your buddy decide on an object or area to take a photograph of, both of you should stand up straight and raise both of your hands. I will then come over to you and snap some photos of the place you picked. (teacher then assigns buddies and asks students to line up.)
WEEK TWO:
(teacher repeats questions from week one about Andrea Baldeck and her work) Last week, we all took pictures of places in nature where we could find a pattern. I will hand out your pictures in a little while. When you get them, everyone should take a few crayons and use only lines to draw the pattern you see in the photograph. Who remembers what a pattern is? (desired response, repeating shapes.) Teacher takes her crayon and draws a quick wood grain pattern on her watercolor paper. When you are finished your line drawing, please raise your hands and I will come around with watercolor paints and brushes. (teacher runs a wash of brown over her woodgrain). Have fun with your colors, and remember to pay attention to the pattern in your photograph!
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| Visual Aids: |
Andrea Baldeck's photographs from Talismanic.
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| Reference to Art History: |
Andrea Baldeck, Photography.
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| Exemplars: |
Photograph that the teacher will take, and demonstration piece.
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| Activity: |
Students will take photographs of natural patterns and create drawings/paintings demonstrating the patterns they found.
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| Supplies: |
watercolors
brushes
watercolor paper
Polaroid camera and film
Crayons
Water buckets
Paper towels
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| Vocabulary: |
Pattern
Camera
Film
Photograph/Picture
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Assessment Strategy
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This lesson is successful if the students understand what it means, and also know how to collage, abstract the shapes they see, and know who Romare Bearden was. They should know that he was an African-American artist during the Harlem Renaissance, and made collages influenced by music.
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Correlated Lessons
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- Students will use music as inspiration for an abstract painting.
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Interdisciplinary Domains
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- The Harlem Renaissance is part of American History, and is covered in the students' general classroom.
- Students learn about Jazz, which is covered in their music classroom.
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Reflections
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If I were to do anything differently, I would have a more literal and relevant exemplary object. Instead of an apple, I might use an instrument of some sort, so that students understand further that the inspiration is coming from music. I might also have 5 sketches prepared before they get to class so that I can choose one in front of them and start showing them exactly how to place their paper on the illustration board.
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