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Tiger Artists Lesson Plan Week 4

What our objects mean to us
Sarah, Carly, and Anna

Big Idea: Cultural Perception Standards: Missouri GLE Grade Level Expectation ! STRAND I: Product/Performance o 2. Select and apply three-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems o GRADE 4: Modeling with clay or a similar material; Make organic forms. ! STRAND I: Product/Performance o 3. Communicate ideas about subject matter and themes in artworks created for various purposes o GRADE 6: Create an original artwork that communicates ideas ! STRAND II: Elements and Principles o 1. Select and use elements of art for their effect in communicating ideas through artwork o GRADE 3: Identity and demonstrate sculpture-in-theround ! STRAND III: Artistic Perceptions o 1. Investigate the nature of art and discuss responses to artworks o GRADE 5: Discuss and develop answers to questions about art such as: Who decides what makes an artwork special, valuable or good? o GRADE 6: Explain how responses (feelings or ideas) to artworks from various cultures are based on both personal experience and group beliefs. o GRADE 6: Identify and explain symbolism or message communicated in an artwork. ! STRAND IV: Interdisciplinary Connections o 2. Explain the connections between Visual Art and Communication Arts, Math, Science or Social Studies

o GRADE 6: Explain how artworks reflect the cultures in which they were created ! STRAND V: Historical and Cultural Context o 1. Compare and contrast artworks from different historical time periods and/or cultures o GRADE 8: Identify works of art from United States (Native American, Painting, Sculpture, Architecture) o GRADE 5: Compare and contrast two artworks on time, place, subject matter, media, use of elements, theme, purpose of art in culture, use of materials and technology. National Visual Arts Standards (content standard; achievement standard(s)) 1. Content Standard: Understanding and applying media, techniques, and processes o a. select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices 3. Content Standard: Choosing and evaluating a range of subject matter, symbols, and ideas o a. integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks o b. use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks 4. Content Standard: Understanding the visual arts in relation to history and cultures o c. Analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art 6. Content Standard: Making connections between visual arts and other disciplines o a. Compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context

NCCAS Anchor Standard and specific Enduring Understanding (**High School) Anchor Standard (Creating): Investigate, plan and work through materials and ideas to make works of art and design. o Enduring Understanding: Artists and designers shape artistic investigations, following or breaking established conventions, in pursuit of creative goals. Anchor Standard (Responding): Experience, analyze and interpret art and other aspects of the visual world. o Enduring Understanding: Visual imagery experienced in ones cultural contexts influences ones understanding of and responses to the world. Anchor Standard (Responding): Experience, analyze and interpret art and other aspects of the visual world o Enduring Understanding: Understanding the historical and cultural context of an artwork can influence how people respond to it. Anchor Standard (Presenting): Communicate artistic meaning through sharing their work and the work of others o Enduring Understanding: Objects, artifacts and artworks collected, preserved, or presented either by artists, museums, and/or other venues, communicate a record of social, cultural and/or political experiences; cultivating appreciation and understanding. Key Concepts: ! Culture can be perceived differently by different people ! Culture is evident through art objects ! Cultural meanings can be passed on through objects ! Art objects hold hidden meanings ! Art objects hold different values and histories depending on the individual ! Cultural objects can hold literal and conceptual meaning ! Art objects can represent important historical information passed through generations ! Art objects can be used as a means of storytelling for cultures Essential Questions: ! How do artifacts shape a culture as well as reflect a culture? ! Why do you value the objects you have?

! Do the objects we hold dear reflect our culture? And what our culture deems important? ! How do artifacts transfer meaning through generations? ! Are our objects easily identifiable with our culture? Or our country? ! What makes an object worthy of representing a culture? Are all objects worthy? Are certain objects more important than others? ! How long have you valued your object? Why was it valued in the first place? ! What are some significant differences in the object you hold and one of your fellow classmates? Why do you believe that they might value theirs? ! How has your object(s) helped define or relate to your culture? ! How do objects that we individually value compare to the values of our culture? How do they differ? ! What makes individuals value such different objects even though they are a part of the same culture? ! Do you see your object remaining as valuable in the future as you do now? When will the object begin to lose its value? ! Do objects in a culture lose value due to the discovery of new objects? Has your object replaced an object you have valued in the past? Objectives: Viewing & Responding to Art ! Students will investigate the cultural objects of the Mississippian Period culture and view ancient examples of these in Anthropology museum. ! Students will compare and contrasts ancient cultural objects and modern cultural objects to gain an understanding of the meanings that these objects hold. ! Students will express their belief of their objects' value to the class, allowing other students to get a feel for what their objects mean to them. ! Students will analyze what exactly they value about their object including: when the object became so valuable, how often they utilize the object, and characteristics of their object that are important.

Creating Art ! Students will create their own effigy pot inspired pieces based on an object that they choose to bring to class. ! Students will manipulate cloud clay as a medium for their investigation. ! Students will analyze the meanings they associate with their particular objects by using a reflection worksheet, where they will be encouraged to write their thoughts and sketch ideas. ! Students will create sketches of their desired pot to develop the most successful piece. ! Students will choose a specific shape for their effigy pots that best represents their valued object. ! Students will explore mixing various colors of cloud clay to manipulate and produce the desired colors to include on their pots. Presenting Art ! Students will participate in a museum-like curation of their objects on the class Weebly site. ! Students will present their objects through a photo shoot at the conclusion of the class. These photos will be uploaded to the class Weebly site. Supplies: Assorted cloud clay colors (Students get (1) pkg {color of choice} and (3) ! pkg {3 other colors}) Plastic cups & plastic bowls (1 small pkg each) Tools for making patterns in clay (plastic knives, forks, etc.) Scissors (also for patterns, detail) Pencils Worksheet Lesson Sequence: 9:30am 9:35am: Kids arrive and decorate nametags. *Sarah, Carly, Anna 9:35am 9:50am: Introductions (students and teachers). Students will be asked to sit in a circle in the middle of the floor and share what their object is that they brought and why they brought it. *Sarah, Carly, Anna

9:50am 10:00am: Presentation on cultural objects and their significance. *Sarah (Carly & Anna will write words on the board) 10:00am 10:10am: Walk to Museum of Anthropology. On the way Sarah, Carly, and Anna will split up between students and have each student tell a particular story about their object. *Sarah, Carly, Anna 10:10 10:40am: Museum tour. Students will look at the Mississippian effigy pots up close and learn more about them. Students will compare and contrast effigy pots with other modern cultural objects (will have printouts). Discussion. (*Sarah will sneak back to Townsend during museum tour to set up for students arrival, if needed) *Carly, Anna 10:40 10:50am: Walk back to Townsend. On the way, Carly, and Anna will explain the reflection worksheet to the students so that they are prepared as soon as they get back. *Carly, Anna 10:50am 11:50am: Artmaking! Students will settle into their spots and all teachers will demonstrate how to use cloud clay with cups and bowls to build effigy pots. While doing demos, a slide presentation will be shown that reviews the effigy pots from the museum and the different characteristics they have (how they are built, how students can model particular forms, etc.) Students will be given a few minutes to write and sketch on their reflection worksheet before beginning the project. Each student will receive one big ball of clay, and three small balls of clay for mixing, manipulating, and building. During artmaking, teachers will go around and photograph artistic process for videos intended for Weebly website. (*Sarah & Carly in charge of creating Vine/iMovie videos) *Sarah, Carly, Anna 11:50 Noon: Presenting! Students will model their coats, hats, and other objects during a photo shoot. Students will write mini-artist statements (4 or 5 sentences) to go along with their photo shoot photo that encapsulates and synthesizes their artistic thinking,

choices, and their entire learning over the four weeks. Students will then be shown the Weebly site set up as a museum for all of the artwork they produced over the four classes. *Sarah, Carly, Anna *TA Teacher in charge Exemplars:

Assessment: Formative Assessment: The objective of our formative assessments is based on core thinking skills and cognitive processes. Students will fill out a reflection worksheet before they begin their pieces to assist them in jumpstarting their creativity. This worksheet will allow them a chance to explore their chosen object and its personal meaning through writing to begin their artistic process. Their art making and artistic process will then be documented through photos that will be combined to create an individual video for each student. These videos will then be uploaded to the Tiger Artists Weebly site for class

viewing. The presenting of all student artwork in the final photo shoot will serve as another method for formative assessment. This will serve as their portfolio of work for the 4 week time period. Students will also write mini-artist statements to go along with their photo shoot photo that encapsulates and synthesizes their artistic thinking, choices, and their entire learning over the four weeks. Discussion Questions for Museum Tour: Mississippian Culture/Effigy Pot (Anna): What characteristics do you notice about these cultural objects? What images or symbols can you see? How do you think these objects we made? Based on what you know about the Mississippian culture, do you think that their culture is reflected in these objects? Why or why not? Why do you think these objects are considered to be cultural objects? Why do you think these objects were valued by the Mississippian culture? And why do you think we value them now? Modern Cultural Objects (Carly): What kinds of objects from modern times do you consider to be cultural objects? Why do you think that? What characteristics do these objects have? Do you believe that the object you brought in today is a cultural object? Why or why not? (While showing printouts) Do you think that these objects reflect our culture? Why or why not? What characteristics of this object can you recognize as being the essence of the object, or the most important?

Reflection Worksheet
Name:______________________________________

The object I brought today is: This object is important to me because:

A memorable story about my object is:

Sketch of my pot:

Note to Tiger Artists for Week 4

Hey Tiger Artists! For week four, we are asking you to bring an object with you to class. This particular object must be something that is very meaningful to you. Think about an object that you couldnt live without! For example, this could be a teddy bear, a football, a family memento, or a book. Please bring this object with you and be prepared to share it with the class. Thanks and see you next week!

Note to Tiger Artists for Week 4

Hey Tiger Artists! For week four, we are asking you to bring an object with you to class. This particular object must be something that is very meaningful to you. Think about an object that you couldnt live without! For example, this could be a teddy bear, a football, a family memento, or a book. Please bring this object with you and be prepared to share it with the class. Thanks and see you next week!

Note to Tiger Artists for Week 4

Hey Tiger Artists! For week four, we are asking you to bring an object with you to class. This particular object must be something that is very meaningful to you. Think about an object that you couldnt live without! For example, this could be a teddy bear, a football, a family memento, or a book. Please bring this object with you and be prepared to share it with the class. Thanks and see you next week!

Note to Tiger Artists for Week 4

Hey Tiger Artists! For week four, we are asking you to bring an object with you to class. This particular object must be something that is very meaningful to you. Think about an object that you couldnt live without! For example, this could be a teddy bear, a football, a family memento, or a book. Please bring this object with you and be prepared to share it with the class. Thanks and see you next week!