(Each Lesson is One Day long)
In 5th Grade one of the Visual Art Goals that students will learn about is Different Cultures have different purposes for creating art. Prior to completing this set of lessons students will have had 6 to 9 weeks of Visual Arts with me where we learn skills such as drawing, color theory and more. These skills will be applied to our future drawings and help us create artworks that represent different parts of the world.
Week 1 -
Amabie
Grade Level Focus - Different Cultures have different purposes for creating art
Standard
Responding 7- Visual imagery influences our understanding of and responses to the world.
Objective
Today I will understand the importance of folk art to specific cultures. I will be learning about the Amabie and its cultural significance during difficult times.
Vocabulary
Yokai - Yokai are a class of supernatural monsters and spirits in Japanese Folklore
Materials
Paper
Pencil
Black Marker
Coloring Supplies
Extra Sources - The Amabie’s Popularity
Procedure -
Presentation of Powerpoint (5- 10 minutes)
Essential Question - How and Why might criteria change
Providing Student examples and Internet examples (5 minutes)
Asynchronous Drawing (30 minutes)
Amabie Drawing must feature a beak, 3 fins and fin like ears.
Students have the option to use their creativity to guide their drawing.
(5 Minute share at the halfway point to inspire other students and see examples)
Final Discussion (5 minutes)
Students share their finished drawings discussing how they see the creature as well as what their grade might be.
Week 2 -
Minwha
Grade Level Focus - Different Cultures have different purposes for creating art
Standard
Responding 9 - recognize difference in criteria used to evaluate works of art depending on styles, genres and media as well as historical and cultural contexts.
Objective
Today I will learn that different artworks may require different criterias to be graded.
Vocabulary
Minwha - refers to Korean folk art Produced mostly by unknown atrtists. The term Minwha literally means painting of the people or popular painting.
Materials
Paper
Pencil
Black Marker
Coloring Supplies
Extra Sources - Creating your own Minwha
Procedure -
Presentation of Powerpoint (5- 10 minutes)
Essential Question - How and Why might criteria change
Providing Student examples and Internet examples (5 minutes)
Synchronous Drawing (15 minutes)
Students will participate in a guided drawing in creating the basic shape of our Tiger for our version of Tiger and the Magpie.
Students will then trace with a black marker to outline their details.
Asynchronous Drawing ( 15 minutes)
Students will complete their minwha drawing by coloring and adding patterns to their tiger.
Final Discussion (5 minutes)
Students share their finished drawings discussing how they see the creature as well as what their grade might be.
Students will also discuss the difference between our artwork from the Amabie and the Minwha. What were the associations and how much freedom did each assignment provide the artists.
Week 3 -
Emotion Drawings
Grade Level Focus -Different Cultures have different purposes for creating art
Standard
Responding 7.2 - analyze components in visual imagery that convey messages.
Objective
Today I will learn to read an artworks message using my understanding of color, line and shapes.
Vocabulary
Expressionism - A style of painting, music, or drama in which the artist or writer seeks to express emotional experience rather than impressions of the external world.
Materials
Paper
Pencil
Black Marker
Coloring Supplies
Procedure -
Presentation of Powerpoint (5- 10 minutes)
Essential Question - How do we know when our artwork is successful
Providing Student examples and Internet examples (5 minutes)
Asynchronous Drawing (30 minutes)
After students review examples and think about the way they perceive their emotions they will begin completing their color/line study drawing.
The goal is for students to create successful artworks that others can read and interpret without any information given by the artists.
Students will experiment with color and lines in order to create emotional drawings.
Final Discussion (5 minutes)
Students share their finished drawings discuss how they interpret emotion and what were some of the challenges that they faced in creating emotional artworks.
Did thinking about an emotion help or listening to music help you create? How could we apply this knowledge to other artworks?
Week 4 -
Chinese Opera Masks
Grade Level Focus -Different Cultures have different purposes for creating art
Standard
Responding 9 - recognize differences in criteria used to evaluate works of art depending on styles, genres, and media as well as historical and cultural contexts.
Objective
Today I will recognize differences in grading to evaluate artwork based on styles, genres, media and cultural context.
Vocabulary
Expression - the process of making known one’s thoughts or feelings.
Symbolism - the use of symbols to represent ideas or qualities
Materials
Paper
Pencil
Black Marker
Coloring Supplies
Procedure -
Presentation of Powerpoint (5- 10 minutes)
Essential Question - How and Why might criteria change
Providing Student examples and Internet examples (5 minutes)
Synchronous Drawing (5 - 10 minutes)
Students will follow along in a synchronous drawing that will set up their masks so that they can decorate.
Asynchronous Drawing ( 20 - 25 minutes)
Students complete their own masks using information from our previous lesson to help create an emotion.
Students will use a mixture of lines to help viewers read their mask efficiently and understand the message behind their work.
Final Discussion (5 minutes)
What is the emotion on your mask? Can the class interpret the same emotion? How successful were we in using line, shape and color?