Time
Time
Summary:
Grade Level: 4th Project’s Big Idea: Time. Time is the sequence of past, present, and future. A time can be a specific moment or particular period considered as distinct from others.
Teachers: Classroom teachers: Sean Patterson, Elizabeth MacCudden, Carrie Kelly, and Art teacher Ryan Krippendorf; Supporting teacher: Laurie Navarro
Period of Implementation: January-February 2013
Cultural Reference: Luz Angela Crawford (visual artist)
Objectives | Students will:
Language Arts:
- Develop their expository writing skills by expressing what the artifacts in their time capsule represent and why they were chosen.
- Explain why they choose the specific natural elements present on their vessel and organize their object explanations within a T-Chart.
- Develop their expository writing skills by expressing what the artifacts in their time capsule represent and why they were chosen.
Art:
- Document looking and talking activities related to the work of Luz Angela Crawford and develop ideas for visually representing time as a sequence in their visual journals
- Understand visual references within Crawford ‘s vessels and consider how she uses tools to create them.
- Effectively use introductory soft and hard-slab hand-building and glazing techniques in the creation of an individual time capsule.
- Effectively incorporate various natural elements into the building of their vessel to create texture and pattern.
Math:
- Measure, design, and create a clay time capsule they to hold a selection of meaningful objects.
- Determine the volume of the time capsule they create
- Visually represent time as a sequence.
Overview:
Learning Segment 1: Students went to the Latino Arts Gallery to view Crawford’s ceramic work. Students used a question sheet to guide their visit, involving both written and drawn responses. Once the students were in the gallery they were paired up and asked to discover the gallery, answer the response questions, and be prepared to report their answers back to the group. The students were given an hour to complete their tasks. After they had finished we gathered in an open space in the gallery and shared what they had discovered.
Learning Segment 2: In the classroom, students worked with the art specialist and their classroom teacher to learn more about Crawford and why she creates art. Students discussed what about her artwork was important to her and talked about why it might be important to them. Students learned what a vessel is and then discussed what a “time capsule” is. Students determined what objects they would include in their clay time capsule by choosing items that would represent important times in their life. When students brought their objects in they were asked to write about why they chose these three objects.
Learning Segment 3: during math, students learned about volume and learned how to find the volume of a cube. Students estimated the volume of the objects that they brought in for their time capsules. Using the estimated volume of their objects students worked in their visual journals to visualize a plan for what size cube their time capsule needed to be. Using card stock students created a mock cube so they could realize the size of their vessel and find out if their objects would fit.
Learning Segment 4: In the art room, students built their ceramic time capsules. They were instructed as to what a slab was, how to create a slab, and how Luz Angela Crawford uses slabs to build her vessels. Using their paper models as guides, students worked in pairs to roll, measure, and cut all five slabs they needed to build their cube. Once all students finished rolling slabs they worked in teams to assemble their time capsules.
Learning Segment 5: In all three subjects students used brainstorming and graphic organizers to design four sides of their vessel. They drew plans for a sequence in time or nature in their visual journal, such as the rain cycle or a volcano erupting. This concept was supported with time laps videos that showed them a sequence over time. Once students developed their plans and their vessel was ready, students painted their time sequences on the sides of their vessels.
Learning Segment 6: Students concluded this unit by reflecting on the clay time capsule they created as well as the objects they had placed in it. Their rough draft was written in their visual journal and shared and critiqued with peers in their class. From this critique students revised their writing and developed a final draft to accompany their art.
Assessment:
Formative Assessment:
Students peer evaluation and reporting on gallery activity
One-on-one support for writing and development of time capsule
Classroom teacher rubric for rough draft and final draft of reflection
Art teacher rubric for ceramic time capsule
Summative Assessment
Criteria aligned to unit objectives and based on rating scale to assess culturally relevant art integrated lessons.
Unit overview 5 of 8
Grade Level: 6th Project’s Big Idea: Community: Making a wish for our community
Teachers: Kristina Jacobs, language Arts; Graciela Franco, math; Jacobo Lovo, visual art
Period of implementation: September-November 2012
Cultural References: Pepon Osorio (visual artist); folk art traditions related to Dia de los Muertos; and Taking Sides, by Gary Soto (book from 6th grade reading list)
Objectives | Students will:
Language Arts:
- Investigate Day of the Dead celebrations as cultural and community events.
- Draw connections between themes in Taking Sides with visual artworks about community
- Write about a wish they have for their community while practicing proper writing conventions
- Clearly articulate how their whish will improve their community through an artist statement making connections to the imagery in their planning and final milagro artwork
Art:
- Discuss and draw connections between how various artists engage with the idea of community in their artworks through study of installations by Pepon Osorio and folk art traditions related to Dia de los Muertos
- Stretch and explore by developing a concept and finished design for a milagro representing a wish for their community.
- Use good craftsmanship while mounting and transferring their milagro designs from paper to a 36 gage aluminum sheets and developing the image in relief with embossed textures
- Effectively use embossing as an art technique to realize their milagro as a reproduction of authentic cultural artifacts and a symbolic representation of their whish for their communities.
Math:
- Use exact measurements to create a 6X6 inch templates for their milagros.
- Accurately practice how to measure and determine area and perimeter of quadrilateral geometric shapes.
Learning Segment 1: To begin exploration of the big idea of Community, students studied the large-scale multi-media installations of Pepon Osorio. Students learned that Osorio’s work focuses on transforming large spaces to illustrate stories cultivated though his interaction within communities he interacts with. Students discussed how Osorio challenges viewers to ask culturally and socio-economic charged questions that normally might be considered taboo within the community.
Learning Segment 2: Students continued to explore the big idea of Community through looking and talking about images of cultural traditions and artifacts from Mexican celebrations of Day of the Dead/Dia de los Muertos. Students reflected and defined what community signified to them though writing and drawing in their visual journals. Students used the definitions of community that they developed to identify a wish that would improve their community. Students participated in a group critique of their milagro ideas through a token voting activity and then applied feedback to their plans.
Learning Segment 3: Students studied and analyze the different components that make up traditional Dia de los Muertos altars that serve as the anchor points for this colorful celebration. Students made connections between Pepon Osorio’s large-scale multi-media installations and traditional Dia de los Muertos altars. Then, students engaged in group discussions of how math concepts like area, perimeter and measurement made creating a template for making a milagro possible and then applied this knowledge in the development of their own 6”x6”piece.
Learning Segment 4: Students developed their milagros in relief by embossing textures and low relief into their metal sheets. The idea of craftsmanship was reinforced through demonstration of techniques and application of various media used throughout this project.
Learning Segment 5: Students reflected and composed an artist statement in their visual journals. Finally, they installed their milagros as part of a communal altar installation at the Latino Arts Inc. Gallery as part of the annual Dia de los Muertos Exhibition.
Assessment:
Formative Assessment:
Language arts rubric and in-class assessments for writing based activities
Token voting activity to facilitate large group critique of sketches for milagros
One-on-one reinforcement of concepts during the production of student milagros
Summative Assessment
Criteria aligned to unit objectives and based on rating scale to assess culturally relevant art integrated lessons.