Aboriginal Art, Hands2nd/3rd Graders

2-D Coloring and paintTaryn McKeeth

Wisconsin Art and Design Standards:A.8.1: Develop a mental storehouse of images

B.8.1: Explore how artists and cultures throughout history have used art to communicate ideas and to develop functions, structures, and designs

C.8.3: Know how the design of art changes its meaningJ.8.2: Understand how the choice of materials and techniques influences the

expressive quality of artWisconsin Teacher standards (5 & 9)

DBAE

Aboriginal Art, Hands:Taryn McKeeth

2nd/3rd Grade2nd hour Art Class

(4 Days) 3 Hours 20 Minutes

1. Aboriginal Hands on Black Construction Paper. Students will get an 8 ½ x 11 inch black piece of construction paper. They will trace their hands on a piece of scrap paper and cut it out. Then put the hand on the black construction paper color other areas of black paper with other styles they used and spray paint around the hand with white paint.

2. Student Objectives:

A. Studio Production: The student will learn about the Indigenous Australian art (also

known as Australian Aboriginal art), while helping them to understand the use of line in art as well as negative space. (A.8.1, B.8.1) Show how something simple can look visually appealing and can convey a message or meaning. (C.8.3) Talk about how the Indigenous people did their art and explain how we will do ours and show them how we will do it similar to theirs. (J.8.2)

I will introduce the assignment threw a power point and show them a scene from Fern Gully for an anticipatory set.

We will use white tempera paint in spray bottle, oil pastels, black construction paper, scrap paper to trace their hands on, tape, scissors

B. Art History:

I will introduce the different handprints that the Aboriginal people had done on caves in Australia and why. http://www.aboriginalartstore.com.au/aboriginal-art-culture/aboriginal-symbols-glossary/ A link to the show the students some of the Aboriginal Symbols and there meanings, so they can see what they want to put on their art projects.

C. Art Criticism: The student will realize the beauty in art from other cultures and make it

their own.

The student will be able to use tools properly in order to successfully make their art.

The student will be able to evaluate the level of their craftsmanship, as well as describe what is good about other’s work.

The student will understand the “less is more” theory when making their art.

D. Aesthetics: The student will be able to judge work based on elements of design. For

example, is their color scheme effective, how does it affect the overall drawing, etc.…

The student will be able to see what is beautiful about their art and how it relates to the art we have been studying.

The student will be able to discuss level of craftsmanship. For example, notice how to spray the paint so it doesn’t cover too much of the paper and cover up their other drawings as well as notice the thickness of their lines and the saturation of their colors.

3. Motivation/Anticipatory Set Opening: A. Day 1: We will use a PowerPoint show to briefly lecture about Australian

Aboriginal art and color schemes they used, and show them the symbols they used and what their meanings were, and introduce the project. The PowerPoint will include historical paintings, colorful examples of similar projects I found online, historical facts and a map of where they were found, and steps to get started. Materials will be laid out before class, after the PowerPoint is done, I will hand out supplies from the center table to the students. They can practice symbols and practice using oil pastels.

B. Day 2: We will review pictures and symbols made by the Australian Aboriginal people, steps from the day before, and remind the students of what point they should be at with their projects. The focus will be mostly on tracing their hands and taping it on the paper for today. After, I have given students their materials from the middle table, which have already been set out I will talk them through the tracing process and cutting out of their hands. After the students get all their hands cut out I will pass out the tape and have them loop the tape and tape their paper hand to the middle of their black piece of paper. Students that finish these steps can begin drawing symbols that we learned in class that they want on their work of art.

C. Today we will go over several different symbols made by the Aboriginal people and the meaning of each symbol as a reminder for the students. I will have them draw at least 3 symbols that we learned on a scrap piece of paper before they can start on their final artwork. Then once they have shown me their 3 symbols I will hand them the oil pastels they need for their project. They are allowed to add any symbols that they come up with as well as long as they put the 3 required Aboriginal symbols in the project somewhere.

D. Today my students will finish up their coloring and we will start painting with a spry bottle filled with watered down tempera paint, about 2 parts paint to 1 part water. I will show students that they only need to squirt the bottle twice at their hand and be careful not to squirt it anymore and over do it so they don’t cover the symbols they have drawn. Then clean up and let dry.

4. Steps/Timeline:

DAY #1 (50 minutes)o Attendance (2 min)o Anticipatory Set: (see above)o PowerPoint (23 min)o Demonstration (10 min)o Hand out materials (2 min)o Work on symbols and practice with oil pastel (10 min)o Clean up (3 min)

DAY #2 (50 minutes)o Attendance (2 min)o Anticipatory Set:o Review what was done (18 min)o Get materials out (4 min)o I will go through step-by-step process on tracing their hand and

cutting it out and putting it on Black paper. Students get work time and teacher walks around and helps (asks if anyone has troubles/questions and address it to the class) (21 min)

o Clean up (5 min)

DAY #3 (50 minutes)o Attendance (2 min)o Anticipatory Set:o Review shortly on what was done and what we are doing next. (8

min)o Go through symbols and their meanings (8 min)o Students draw the 3 symbols they choose from the ones I showed

them (8 min)o Have them work on art project for remainder of the class, using those

3 symbols and other Aboriginal art gestures (18 min)o Clean up (6 min)

DAY #4 (50 minutes)o Attendance (2 min)

o Anticipatory Set:o Review shortly on what was done and what we are doing next. (8

min)o Finish drawing symbols with oil pastel (12 min)o Demonstration on spray painting (3 min)o Start painting with students two students can paint at a time (20 min)o Clean up (5 min)

5. Materials and RecoursesA. Supplies:

Black Construction Paper 8 ½ x11 Oil Pastels Scrap Paper Pencil Erasers Tape Scissors Tempera Paint Spray Bottles

B. Equipment: PowerPoint/Projector Whiteboard Paper hand outs (with symbols on them)

6. Vocabulary/Conceptso Line: simple outline of shapeo Texture: a rough or smooth surface

7. Evaluation and Closure A. Method/s students will use to evaluate their own work

o Does the work look neat and nice similar to exampleso Self-assessment sheet (attached), choose numbers to correspond with

the level they believe they achieved

B. Method/s teacher will use to evaluate student performance of learning components

Craftsmanship Did all the students have 3 different Aboriginal symbols Did they incorporate similar colors that the Aboriginal people used

C. Method/s teacher will use to evaluate effectiveness of their lesson

I will have them come up to the board to see if they could draw an Aboriginal symbol. Ask them what texture means. Show that they understood the assignment by having them go through the steps and ask them verbally the questions we want answered about definitions and the famous artwork.

8. Additional Notes and Other InformationA. Setup

Lay materials out on main table and pass them out to the students. Make sure PowerPoint works, and have back-up plan in case it doesn’t.

9. Modifications for Students with Special Needs A. Students will do fewer letters of their greatest quality; teacher will help them

visualize how to make block letters by making an example for them to look at or lightly mark where they could make vertical or horizontal lines; teacher will mark the corners that need to be extended to the vanishing points; student can do a simple color scheme.

10. Standards/Domains pertinent to the lesson.

A. The Wisconsin Teaching Standards (5. Teachers know how to manage a classroom, 9. Teachers are able to evaluate themselves.)

B. The Academic Art and Design Standards (A.8.1, B.8.1, C.8.3, and J.8.2)C. Charlotte Danielson’s 4 Domains (DBAE)

11.GRADING CRITERIA: (requirements specific to project) Used 3 symbols from Aboriginal Art Students listened to instructions well Used colors that was talked about in class that the Aboriginal people used Wasn’t a distraction to others in class Participated when I asked questions

Name______________________________________________________________

2nd/3rd Grade “Aboriginal Art, Hands” Self-Assessment

Great Good Okay Can Be Better

I listened to the teacher and fallowed directions.

I used oil pastels and my drawing is neat.

My hand is neat and looks good.

I used 3 symbols that were in the power point or handout.