Arts Integrated Lesson Plans

North American Regions

Gay Barnes, Charlotte Roberts, Nicole Bulloch, Mary Gail Walker, Andra Willis

Students will be able to write a poem and create a visual representation about a North American region. Students will choose to create music, dramatize or dance their poem.

1. How can we, as artists, immerse the community in an artistic interpretation of a culture?
a. How can you describe land and culture through poetry?
b. How can you express land and culture through another art form (drama, art, music, dance)?

Materials

Day 1
Zoom and Re-Zoom by Istvan Banyai
Access to Google Earth on iPads or desktops
Access to printing (print 1 ½ inch, ¼ inch, and detailed views)
1 ½ inch, ¼ inch, detailed brushes

Day 2
Examples of Australian Aboriginal art (dots, x-ray, body art, symbols)
Pheasant and Kingfisher by Catherine Berndt
White paper and pencil to Zen-Tangle

Day 3
Google Earth 1 ½ inch view image printed for child to refer to
Canvas board for each child
Cut up cardboard for students to practice on
Acrylic paint
1 ½ inch foam brush for each child
Styrofoam cups for water
Paper towel
Paper plate/egg carton “palette”
Paper and pencil for poetry writing

Day 4
Google Earth ¼ inch view image printed for child to refer to
Day 3’s canvas board for each child
Day 3’s cut up cardboard for students to practice on
Acrylic paint
Dowels of different diameters
Puffy Paint
Paint Markers
1/4 inch brush for each child
Styrofoam cups for water
Paper towel
Paper plate/egg carton “palette” for each child
Toothpicks
Paper and pencil for poetry writing

Day 5
Google Earth detailed view image printed for child to refer to
Day 4’s canvas board for each child
Day 4’s cut up cardboard for students to practice on
Acrylic paint
Dowels of different diameters
Puffy Paint
Paint Markers
Detailed brushes of different size
Styrofoam cups for water
Paper towel
Paper plate/egg carton “palette” for each child
Toothpicks
Paper and pencil for poetry writing

Activities

Day 1
1. Read Zoom
2. On Google Earth, have students find their neighborhood in three different views (1 ½ inch, ¼ inch, detail brush)
3. Discussion:
a. What would you notice when painting with a 1 ½ inch brush?
b. What would you notice when painting with a ¼ inch brush?
c. What would you notice when painting with a detailed brush?
4. Review what constitutes North America
5. Have children choose their 1 ½ inch view from North America

Day 2
1. Show examples of Australian Aboriginal art (X-Ray, dots, symbols) and talk about dreamtime art
2. Lead students through a Poetry Nap that focuses them in on the area of land that they’ve chosen
3. Students will Zen Tangle their Poetry Nap

Day 3
1. Demonstrate for students how to paint their 1 ½ inch view and what the first stanza of their poem should entail (shapes, colors, lines, but not making meaning).
2. Allow students to paint their 1 ½ inch view.
3. When students are done with their 1 ½ inch view, they can move on to their first stanza.

Day 4
1. Demonstrate for students how to paint their ¼ inch view and what the second stanza of their poem should entail (buildings, trees, streets)
2. Allow students to paint their ¼ inch view.
3. When students are done with their ¼ inch view, they can move on to their second stanza.

Day 5
1. Demonstrate for students how to paint their detailed view and what the third stanza of their poem should entail (core/heart of painting, symbols, dots, x-ray)
2. Allow students to paint their detailed view.
3. When students are done with their detailed view, they can move on to their second stanza.

Presentation to Audience
Students will read poetry and display their painting to an audience of their peers, parents, and loved ones.

Differentiation Approaches

1. For all learners: project is open-ended, there is no “right” answer
2. English Language Learners: Zoom as a visual reference, Ms. Walker will build vocabulary background first quarter
3. Students with ADD: duration of time is flexible
4. Students with autism or Asperger’s Syndrome: working at own pace, movement is involved
5. AG: allowing students to explore land that is not familiar to them
6. Students who complete the work quickly and carelessly: opportunity to go back and add to painting
7. Students who complete the work quickly and successfully: continually to go back and add to work

Assessment

1. Create checklist
2. Critiquing others’ work using vocabulary learned during the unit

Follow Up and Extension Ideas

1. SYNESTHESIA!
2. Comparing Cherokee music they learned in fourth grade to Aboriginal music this year
3. Have students create their own Dot Sound Story based on their poem or painting
4. Movement that describes the 1 ½ inch, ¼ inch, and detailed views.
5. Art teacher will teach art elements, color theory, and principles of design. She will do an art project that will prepare students for this project.

Additional Details

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