Wahcazi: “Following the Sun” A Multicultural Art Lesson

Fine Arts 5 E’s Lesson Plan Lesson: Wahcazi: “Following the Sun” A Multicultural Art Lesson Student Learning Objectives: To identify the elements of art in sunflower paintings To describe Lakota cultural context in a work of art To create art, reflect upon what they have made, and identity the meaning it holds for them Essential Question(s): What value can art hold for me? How can I use the elements of art to create something of beauty? How can learning more about Lakota culture help me in my own life? Materials/Resources Essential Vocabulary Teacher: (Open Hyperlinks) 1. Pgs. 48-49 Standing Bear/sunflowers https://books.google.com/books?id=fZ_O8Opgm2kC&pg =PA49&dq=Sunflower+Luther+standing+Bear&hl=en& sa=X&ved=0ahUKEwjLy9feltraAhUGiIMKHXsnBo4Q 6AEISTAF#v=onepage&q=Sunflower%20Luther%20sta nding%20Bear&f=false 3. Lakota/Sunflower http://www.lakotacountrytimes.com/news/2014- 6/Voices/The_Sunflower_Medallion.html 4. How to draw sunflowers(advanced) https://www.google.com/search?safe=active&source=hp &ei=xc7hWpSUDKrUjwThyZDIAg&q=how+to+draw+s unflowers&oq=ho&gs_l=psy- ab.1.0.35i39k1l2j0i67k1l4j0i20i264k1j0i131k1j0i67k1l2. 1468.1685.0.4530.4.3.0.0.0.0.197.367.0j2.3.0....0...1c.1.6 4.psy-ab..1.3.619.6...254.87N35qM2Jd8 5.Time Lapse https://www.youtube.com/watch?v=g8mr0R3ibPU Student: • Oil-based Colored Pencils • Artagain paper by Strathmore or other pads of paper for colored pencil or printmaking paper 1. 7 Elements Of Art (Digital Art Tutorial) https://www.youtube.com/watch?v=BwNQkh Kg2Ig 2. Images for drawing sunflowers https://www.google.com/search?q=how+to+m ake+a+field+of+sunflowers+mural&safe=acti ve&tbm=isch&tbo=u&source=univ&sa=X&v ed=0ahUKEwiBwIr0hNjaAhVs5IMKHc8uD7 QQsAQIRQ&biw=1242&bih=615 3. Sunflower Quotes (optional) https://www.pinterest.com/pin/337699672041 980756/?lp=true 4. How to draw sunflowers https://easydrawingguides.com/how-to-draw- a-sunflower/ http://www.yedraw.com/how-to-draw- sunflower.html#.WuHQSYjwa00 Form Space (+, -) Hue Intensity Still life Texture Learning Experience Standards and Practice: OSEU 3: Culture and Language The origin, thought and philosophy of the Oceti Sakowin continues in the contemporary lifestyles of tribal members. Tribal cultures, traditions and languages are incorporated and observed by many tribal members both on and off the reservations. SD Visual Arts Standards 6-8.VA.Cr.2.1 Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge in the process of art-making or designing. 6-8.VA.Pr.5.1 Individually or collaboratively, prepare and present works of art, analyze exhibit space, the needs of the viewer, and the layout of the exhibit 6-8.VA.Re.7.1 Identify and explain how an individual's aesthetic choices are influenced by culture, environment, and how their artwork is perceived by others 6-8.VA.Cn.10.1 Individually or collaboratively create art to reflect current interests, concerns, events, community, or group identity. Cultural Integration: The Sundance Medallion https://justarezchick.wordpress.com/20 14/01/04/the-sunflower-medallion/ (Story by DANA LONE HILL Oglala Lakota) A Lakota cultural concept, the sunflower, is the impetus for constructing still-life art (See first three websites, above). It is the subject matter for integrating art elements into colored pencil drawings of sunflowers. • How are sunflowers used in Lakota sun dance? Why are they used? • Why are sunflowers important to Lakota people? (Ex. tradition, foods medicines, spiritual nature) • How can the sunflower be a “role model” for people? • What personal, family, or community symbols are found in your world? I Can Statement(s): • I can challenge myself to demonstrate creative ideas, form, and color to add meaning to my artwork. • I can work cooperatively with my peers to create an aesthetic display of artwork • I can create art that reflects a cultural event • I can speculate on the cultural context surrounding a work of art. • I can see symbolism (Nike etc.) in my life and can suggest its meaning Engage: Activating Strategy/Hook: The initial spark of inspiration… The following video and the first two websites in Teacher Resources above, contain content to stimulate thinking and mood to begin a lesson about sunflowers. Time lapse “How Time Flies” https://www.youtube.com/watch?v=g8mr0R3ibPU What comes to mind from watching the phenomenon in the video? What surprised you? Explore: Learning Experiences The investigation of ideas: 1. Students view 7 Elements of Art. https://www.youtube.com/watch?v=BwNQkhKg2Ig 2. Then, they look at sunflower images. 3. https://www.google.com/search?q=how+to+make+a+field+of+sunflowers +mural&safe=active&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUK EwiBwIr0hNjaAhVs5IMKHc8uD7QQsAQIRQ&biw=1242&bih=615 4. Students discuss elements of art observed in the sunflower images. 5. They “play” with the materials and art techniques, working in pairs while listening to lyrics/song: Following the Sun. https://genius.com/ https://www.youtube.com/watch?v=MxLTzIIBRzY 6. Next, they draft different types of lines (thin, thick, smooth, broken, etc.), colors (warm, cool, primary, secondary, bright, subdued, etc.), and other art elements seen in sunflower paintings. Question: What’s love got to do with sunflowers? Think: What feelings arise from the song lyrics and what feelings do the sunflower images produce? 7. Students draw multiple sketches using any or all of the seven art elements to further encourage thinking and exploration. Focus this activity on the “big idea,” which is Lakota culture and art appreciation. 8. Students respond to conceptual questions, such as: What ideas came to mind during your “play” experiences? What images and possibilities emerged? Which of them will work the best in the next step—to produce your work of art? What is the relationship between the Lakota concept about sunflowers and yours? How will you depict it your drawing? Explain: Learning Experiences The production of the work of art: Each student will create an original colored pencil sunflower drawing. Student will formulate questions for teacher/peers and be prepared to answer their own questions. Examples: How could I improve the depth of my drawing? What do you think about the colors in my drawing? What could I add? How could I combine the elements of art with the Lakota concept of sunflowers (example): https://www.pinterest.com/pin/70579919134682319/ Elaborate: Extending & Defining The reflection about the work of art: Students will present their drawings to a group of their peers identifying elements of art in their work to reinforce the concepts. Think and discuss: How could conscious awareness of the art elements enhance the beauty of objects and enrich the joy of nature? What can you conclude about this experience that that can help you find meaning in your life? How does what you know about the Lakota relationship with sunflowers help you appreciate art and culture? How did the lesson of the sunflower help you to discover the significance and value of Lakota culture and art? Evaluate: Summarizing Strategy • Response cards to teacher and student-posed questions • Think-Pair-Share to compare thoughts before a final sharing with the class at the end of the lesson These along with similar activities, including formative and summative assessments will demonstrate the degree of student fulfillment of lesson objectives. Differentiation Strategies Extension Intervention Producing a sunflower wall mural: Students may replicate their individual sunflower drawings to create the mural or position their individual drawings to reflect a field of sunflowers Elements of Art Introduction https://www.youtube.com/watch?v=FY-qWoEx_hY How to Make Better Art with 7 Elements of Art https://www.youtube.com/watch?v=X6H_vNWp5JA Basic Simple but stunning drawings of the sunflower: Assessment(s) Formative Summative • Observation and anecdotal notes • Exit/Enter Slips • Strategic Questioning Rubric to measure success: Students can verbally point out and name one example of each of the elements of art in a single work of art. Students who can name one example of all elements of art have excellent understanding. Students who can find examples of 3–4 of the elements have sufficient understanding. Students who can only find 1 or 2 examples need more practice. • Teacher Reflection: (Next steps?)