"Health In Me"
Lesson Theme: "Health In Me" - Silhouette Self Portrait
Integrated Subject: Language Arts
Grade Level: 4th Grade
Projected Time: Three 60-minute class periods
Integrated Subject: Language Arts
Grade Level: 4th Grade
Projected Time: Three 60-minute class periods
Lesson Overview
In this lesson, fourth grade students will be learning how being healthy plays an important role in being a successful student, athlete, etc. Students will examine what it means to be healthy while comparing and contrasting their personal definition of "health" with their classmates and teacher. After determining where different areas in their life support their health, students will construct a silhouette self portrait of themselves. Unlike traditional silhouettes where the side-profile is white and the background is black, the silhouettes that the students create will be constructed using white construction paper, water-color and markers to display what they consider to be healthy in their lives. The main goal for this lesson is for students to consider the many ways one can be healthy, and to reflect on themselves and what areas in their life support their health. Also, students should be open to other opinions about what it means to be healthy based on responses from their classmates and teacher.
Essential Questions:
1. What is health?
2. In your opinion, what does it mean to live a healthy lifestyle?
3. What are some areas in your life that support your health?
Essential Questions:
1. What is health?
2. In your opinion, what does it mean to live a healthy lifestyle?
3. What are some areas in your life that support your health?
Visual Culture Component
Action for Global Health - "What does being healthy mean to you?"
There are many different cultures that make up the world we live in. Often times people who come from different cultures have different beliefs and opinions about miscellaneous topics. However, just because some people may have the same culture, that doesn't guarantee that all their beliefs are the same. The video shown above features several individuals of different ages and cultures being asked the question, "What does being healthy mean to you?" Although some of their responses may be similar to others, there is not once concrete answer as to what it means to be healthy. Our belief about what it means to be healthy depends on our age, where we live, what we're involved in, and several other different factors. A person who eats fast food everyday and never works out may share different beliefs about what it means to be healthy than someone who is a body-builder and counts their calories each and everyday. Often times people associate health with nutrition and fitness; however, there are other branches of health that attribute to being healthy, such as spiritual health, mental health, etc.
Vocabulary/Academic Language
Art Vocabulary Terms:
Unity: the art principle that makes all the separate elements look like they belong together
Color: the art element that appeals to our sense of beauty, invokes our emotions, is used for decoration or symbolism and can also be found in nature
Silhouette: the outline of a person, usually filled in with solid black
Outline: a line or set of lines enclosing or indicating the shape of an object in a sketch or diagram
Variety: the art principle that is achieved by using differences of size, color, textures, etc.
Proportion: the art principle that has to do with relationships whether it is one part to the whole or one part to another part
Balance: the art principle that is achieved when no one part of the artwork seems too heavy visually or overpower any other part
Positive Space: the areas in a work of art that are the subjects, or areas of interest
Negative Space: the areas around the subjects, or areas of interest
Profile: an outline of something, especially a person's face, as seen from one side
** There will be a Word Wall located in the classroom containing all the Key Vocabulary/Academic Language listed above for the lesson
Unity: the art principle that makes all the separate elements look like they belong together
Color: the art element that appeals to our sense of beauty, invokes our emotions, is used for decoration or symbolism and can also be found in nature
Silhouette: the outline of a person, usually filled in with solid black
Outline: a line or set of lines enclosing or indicating the shape of an object in a sketch or diagram
Variety: the art principle that is achieved by using differences of size, color, textures, etc.
Proportion: the art principle that has to do with relationships whether it is one part to the whole or one part to another part
Balance: the art principle that is achieved when no one part of the artwork seems too heavy visually or overpower any other part
Positive Space: the areas in a work of art that are the subjects, or areas of interest
Negative Space: the areas around the subjects, or areas of interest
Profile: an outline of something, especially a person's face, as seen from one side
** There will be a Word Wall located in the classroom containing all the Key Vocabulary/Academic Language listed above for the lesson
Objectives
Student Art Objectives
- Students will apply their understandings of unity, color, outline, variety, proportion, balance, and positive and negative space to create silhouette self portraits of themselves (5PR)
- Students will draw a variety of symbols in the positive space of their profile that represent personal health in their lives
- Students will discuss the meaning behind their artwork by identifying and describing the themes and ideas associated with them using appropriate art vocabulary (1PE, 3RE)
Student English Language Art Objectives
- Students will identify several different areas in their lives that support their health through the use of descriptive language in their writing
- Students will compare and contrast their descriptions and explanations for "what it means to be healthy" with their classmates and explain similarities and differences found
- Students will write opinion pieces about what it means to be healthy by using supporting details and reason (CCSS.ELA-LITERACY.W.4.1)
- Students will write about their silhouette self portrait they created while explaining the meaning behind their artwork
- Students will apply their understandings of unity, color, outline, variety, proportion, balance, and positive and negative space to create silhouette self portraits of themselves (5PR)
- Students will draw a variety of symbols in the positive space of their profile that represent personal health in their lives
- Students will discuss the meaning behind their artwork by identifying and describing the themes and ideas associated with them using appropriate art vocabulary (1PE, 3RE)
Student English Language Art Objectives
- Students will identify several different areas in their lives that support their health through the use of descriptive language in their writing
- Students will compare and contrast their descriptions and explanations for "what it means to be healthy" with their classmates and explain similarities and differences found
- Students will write opinion pieces about what it means to be healthy by using supporting details and reason (CCSS.ELA-LITERACY.W.4.1)
- Students will write about their silhouette self portrait they created while explaining the meaning behind their artwork
Standards
4th Grade Ohio Art Standards
Perceiving/Knowing - 1PE: Use sensory details and descriptive language to identify and describe universal themes, subject matter and ideas expressed across arts disciplines
Producing/Performing - 5PR: Combine the elements and principles of art and design to create visually effective compositions in original works of art
Responding/Reflecting - 3RE: Recognize and describe the relationship of artworks to their social and cultural contexts
4th Grade English Language Arts Writing Common Core State Standards
CCSS.ELA-LITERACY.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Perceiving/Knowing - 1PE: Use sensory details and descriptive language to identify and describe universal themes, subject matter and ideas expressed across arts disciplines
Producing/Performing - 5PR: Combine the elements and principles of art and design to create visually effective compositions in original works of art
Responding/Reflecting - 3RE: Recognize and describe the relationship of artworks to their social and cultural contexts
4th Grade English Language Arts Writing Common Core State Standards
CCSS.ELA-LITERACY.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Procedure
Day 1: Introduction to lesson - Creation of Silhouette Self-Portrait Outline
- To begin the lesson, the teacher will prompt students to write in their writing journal about what they think it means to be healthy (5 min.)
- The teacher will then show the YouTube video shown above ("What does being healthy mean to you?") to the students. After the video is done being played, the teacher will instruct the students to now re-write what they think it means to be healthy based on new ideas they might have heard in the video (7 min.)
- The teacher will then explain the Silhouette Self Portrait assignment students will be completing in the next three class meetings. Using the Word Wall located in the classroom, the teacher will review the key vocabulary terms that were described during the prior class meeting (10 min.)
- The teacher will then ask students if they've ever seen a silhouette before, made one, or got one done of them. The teacher will display a picture of a traditional silhouette to the class. While keeping the image of a traditional silhouette on the board, the teacher will then show an example of the type of silhouette that the students will be creating. The teacher will then show students the differences in positive and negative balance between the two different silhouettes. (8 min.)
- In order to create the silhouette, there will be several stations in the classroom set-up for pairs of students to sketch their side-profile. One student will sit in a chair with a lamp to their left and projector screen to their right, causing a shadow to cast on the projector screen. There will be a piece of 12"x18" white construction paper taped to the projector screen so the shadow of the student is being cast on the paper. Using a pencil, the other student will outline the student sitting in the chair's profile so the sketch is proportional to the student's head. Once this is completed, the two students will switch roles. Students who are waiting to go to the silhouette drawing stations will be given scrap paper and markers to begin brainstorming what they will be drawing inside their silhouette, such as specific food items, sports their involved in, hobbies they have, etc. Students who finish creating the outline of their silhouette will then sit at their desks and begin to brainstorm what they will be drawing inside their silhouette. Students will use color and a variety of different symbols that represent different areas in their life that contribute to their overall health and well-being. All of the symbols used by the students will be balanced and will look like they all go together (unity) (30 min.)
Day 2: Discussion of Contemporary Art Connections - Water coloring of Silhouette Self-Portrait
- At the beginning of class, the teacher will introduce the Contemporary Art Connections to the students: Empty Bowls project, The Water Tank Project, and Giuseppe Arcimboldo. She will explain that all of these connect to the lesson they'll be working on for the next two days. The teacher will explain to the students that at the end of the year, their school and other schools in the community, will be hosting an "Empty Bowls" event in order to join the movement to fight hunger. She will explain that their art from the beginning of the year to the end of the year will be displayed at the event. She will tell students how this event relates to the lesson being taught by explaining how an important part of health is receiving the proper nutrients and vitamins found in food. She will lead a whole-class discussion about the importance of having food available to eat and what the effects are if you don't. (8 min.)
- After discussing the Empty Bowls project, the teacher will begin talking about The Water Tank Project and it's connection to the lesson. She will show examples of what artists and students in New York City are doing to bring attention to the global water crisis. She will ask students to raise their hands and give her examples of where we see water in our everyday life (drinking, food, hygiene, etc.). She will then ask students to brainstorm about how different their life would be if they didn't a supply of clean water available to them everyday (8 min.)
- After discussing The Water Tank Project, the teacher will then talk about the last contemporary art connection, Giuseppe Arcimboldo. The teacher will show pictures of his artwork on the projector screen and ask students to analyze the pictures and see what they notice. She will encourage students to raise their hands and share their thoughts: What do they think they are looking at? Are the pictures of paintings or sculptures? What are the objects represented in the picture? After discussion, the teacher will discuss the importance, relevance, and connection of Giuseppe's work to the lesson. She will discuss how the examples are portraits where the positive space is made up of fruits, vegetables, fish, flowers, books, etc. She will ask students to identify the negative space in the portraits (8 min.)
- The teacher will then transition into the activity for the day, which is having students water-coloring their portraits. The teacher will model and explain how students will cut out their portrait that they had an sketched the outline of the day prior. After cutting out the outline, students will glue their profile onto a sheet of 12"x18" black construction paper. After glueing their profile on a sheet of black construction paper, students will begin to water color their profile using watercolor paint, water, and paintbrushes. (6 min.)
- Once the teacher has explained the task for the day, students will have the remaining class period to cut out their profile, glue it onto a sheet of black construction paper, and water color their profile. (30 min.)
Day 3: Completion of Silhouette Self-Portrait - Drawing/Coloring Symbols in Positive Space of Profile
- At the beginning of class, the teacher will review was was done the past two days in class. She will explain to students how they will be graded on their silhouette self-portraits. She will use the document camera to display the checklist to students and explain each of the required criteria for their silhouette self-portrait. Once she has finished explaining the checklist and answered any questions the students had, she will dismiss the students to collect their silhouettes and begin working on them. (8 min.)
- Students will now draw and use color to create miscellaneous and various symbols that represent health in their lives. Students will be instructed to use a variety of symbols that are all in unity. The teacher will emphasize the importance of having balance in the positive space of the students' silhouette. Students will be dismissed to spend the entire class period to finish their silhouette self-portrait. (52 min.)
- To begin the lesson, the teacher will prompt students to write in their writing journal about what they think it means to be healthy (5 min.)
- The teacher will then show the YouTube video shown above ("What does being healthy mean to you?") to the students. After the video is done being played, the teacher will instruct the students to now re-write what they think it means to be healthy based on new ideas they might have heard in the video (7 min.)
- The teacher will then explain the Silhouette Self Portrait assignment students will be completing in the next three class meetings. Using the Word Wall located in the classroom, the teacher will review the key vocabulary terms that were described during the prior class meeting (10 min.)
- The teacher will then ask students if they've ever seen a silhouette before, made one, or got one done of them. The teacher will display a picture of a traditional silhouette to the class. While keeping the image of a traditional silhouette on the board, the teacher will then show an example of the type of silhouette that the students will be creating. The teacher will then show students the differences in positive and negative balance between the two different silhouettes. (8 min.)
- In order to create the silhouette, there will be several stations in the classroom set-up for pairs of students to sketch their side-profile. One student will sit in a chair with a lamp to their left and projector screen to their right, causing a shadow to cast on the projector screen. There will be a piece of 12"x18" white construction paper taped to the projector screen so the shadow of the student is being cast on the paper. Using a pencil, the other student will outline the student sitting in the chair's profile so the sketch is proportional to the student's head. Once this is completed, the two students will switch roles. Students who are waiting to go to the silhouette drawing stations will be given scrap paper and markers to begin brainstorming what they will be drawing inside their silhouette, such as specific food items, sports their involved in, hobbies they have, etc. Students who finish creating the outline of their silhouette will then sit at their desks and begin to brainstorm what they will be drawing inside their silhouette. Students will use color and a variety of different symbols that represent different areas in their life that contribute to their overall health and well-being. All of the symbols used by the students will be balanced and will look like they all go together (unity) (30 min.)
Day 2: Discussion of Contemporary Art Connections - Water coloring of Silhouette Self-Portrait
- At the beginning of class, the teacher will introduce the Contemporary Art Connections to the students: Empty Bowls project, The Water Tank Project, and Giuseppe Arcimboldo. She will explain that all of these connect to the lesson they'll be working on for the next two days. The teacher will explain to the students that at the end of the year, their school and other schools in the community, will be hosting an "Empty Bowls" event in order to join the movement to fight hunger. She will explain that their art from the beginning of the year to the end of the year will be displayed at the event. She will tell students how this event relates to the lesson being taught by explaining how an important part of health is receiving the proper nutrients and vitamins found in food. She will lead a whole-class discussion about the importance of having food available to eat and what the effects are if you don't. (8 min.)
- After discussing the Empty Bowls project, the teacher will begin talking about The Water Tank Project and it's connection to the lesson. She will show examples of what artists and students in New York City are doing to bring attention to the global water crisis. She will ask students to raise their hands and give her examples of where we see water in our everyday life (drinking, food, hygiene, etc.). She will then ask students to brainstorm about how different their life would be if they didn't a supply of clean water available to them everyday (8 min.)
- After discussing The Water Tank Project, the teacher will then talk about the last contemporary art connection, Giuseppe Arcimboldo. The teacher will show pictures of his artwork on the projector screen and ask students to analyze the pictures and see what they notice. She will encourage students to raise their hands and share their thoughts: What do they think they are looking at? Are the pictures of paintings or sculptures? What are the objects represented in the picture? After discussion, the teacher will discuss the importance, relevance, and connection of Giuseppe's work to the lesson. She will discuss how the examples are portraits where the positive space is made up of fruits, vegetables, fish, flowers, books, etc. She will ask students to identify the negative space in the portraits (8 min.)
- The teacher will then transition into the activity for the day, which is having students water-coloring their portraits. The teacher will model and explain how students will cut out their portrait that they had an sketched the outline of the day prior. After cutting out the outline, students will glue their profile onto a sheet of 12"x18" black construction paper. After glueing their profile on a sheet of black construction paper, students will begin to water color their profile using watercolor paint, water, and paintbrushes. (6 min.)
- Once the teacher has explained the task for the day, students will have the remaining class period to cut out their profile, glue it onto a sheet of black construction paper, and water color their profile. (30 min.)
Day 3: Completion of Silhouette Self-Portrait - Drawing/Coloring Symbols in Positive Space of Profile
- At the beginning of class, the teacher will review was was done the past two days in class. She will explain to students how they will be graded on their silhouette self-portraits. She will use the document camera to display the checklist to students and explain each of the required criteria for their silhouette self-portrait. Once she has finished explaining the checklist and answered any questions the students had, she will dismiss the students to collect their silhouettes and begin working on them. (8 min.)
- Students will now draw and use color to create miscellaneous and various symbols that represent health in their lives. Students will be instructed to use a variety of symbols that are all in unity. The teacher will emphasize the importance of having balance in the positive space of the students' silhouette. Students will be dismissed to spend the entire class period to finish their silhouette self-portrait. (52 min.)
Contemporary Art Connections
"Empty Bowls"
Empty Bowls is an international project aiming to fight hunger, founded by Lisa Blackburn and Art teacher, John Haltom in 1990-91. Each "Empty Bowls" event is personalized by artists and different art organizations within the community where individuals create clay bowls that can be purchased and the money collected from the sale of bowls will go towards a local food shelter in the community. The growth and promotion of the "Empty Bowls" project is managed by The Imagine/RENDER group. Events are currently held in many different areas throughout the United States and Canada. "Empty Bowls" supports food-related charities around the world and has raised millions of dollars in the aim to fight against hunger.
This contemporary art project connects to the theme of health for this lesson because a huge part of being healthy is being fed. Individuals around the world who are affected by hunger may not be healthiest they could be because their bodies aren't receiving the proper nutrients and supplements it needs. I believe this project also connects to the theme because there may be students in the classroom who are on free and reduced lunches and can relate to this. However, there also may be students in the classroom who don't relate to what it's like to be affected by hunger and this connection may open their eyes to world-wide problems that are even found in their own community. Later in the year, students in the school, as well as other schools within the community, will be hosting an "Empty Bowls" event in aims to bring the community together to fight hunger. This event will be beneficial to students because they will be making a difference in the lives of individuals affected by hunger by being involved in their community.
Empty Bowls is an international project aiming to fight hunger, founded by Lisa Blackburn and Art teacher, John Haltom in 1990-91. Each "Empty Bowls" event is personalized by artists and different art organizations within the community where individuals create clay bowls that can be purchased and the money collected from the sale of bowls will go towards a local food shelter in the community. The growth and promotion of the "Empty Bowls" project is managed by The Imagine/RENDER group. Events are currently held in many different areas throughout the United States and Canada. "Empty Bowls" supports food-related charities around the world and has raised millions of dollars in the aim to fight against hunger.
This contemporary art project connects to the theme of health for this lesson because a huge part of being healthy is being fed. Individuals around the world who are affected by hunger may not be healthiest they could be because their bodies aren't receiving the proper nutrients and supplements it needs. I believe this project also connects to the theme because there may be students in the classroom who are on free and reduced lunches and can relate to this. However, there also may be students in the classroom who don't relate to what it's like to be affected by hunger and this connection may open their eyes to world-wide problems that are even found in their own community. Later in the year, students in the school, as well as other schools within the community, will be hosting an "Empty Bowls" event in aims to bring the community together to fight hunger. This event will be beneficial to students because they will be making a difference in the lives of individuals affected by hunger by being involved in their community.
Mary Jordan - The Water Tank Project
An artist, activist, and filmmaker, Mary Jordan is the founder of Word Above the Street and the Creative Director of The Water Tank Project. She has directed several films, as well as screened films at festivals including BFI (British Film Institute), Los Angeles Film Festival, International Film Festival of Rotterdam, London Film Festival, Sydney International Film Festival, Copenhagen International Film Festival, and the Pacific Film & Television Commission. Her work has been exhibited on the Sundance Channel, at New York's Film Forum, and on several network stations.
The Water Tank Project was launched in the summer of 2014 and began to transform the New York City skyline. Artwork created by acclaimed artists, as well as New York City public school students have begun being wrapped around rooftop water tanks throughout the city. This project is celebrating the talents of both emerging and established artists, while calling attention to the global water crisis. The Water Tank Project is part art exhibition, as well as part of an awareness campaign. Art on several water tanks will be complemented by educational action through different educational programs, social media activities, public tours, and a conference dedicated to inspiring views on global water issues. The aim of The Water Tank Project s to produce art as social intervention, to educate, to inspire joy and awe, and to alter attitudes about habits of those who experience The Water Tank Project. Ultimately, The Water Tank Project aims to create long-lasting, meaningful change.
The Water Tank Project believes in the importance of education and collaborated with Children's Movement for Creative Education (CMCE) to develop 'Trace the Tap', a curriculum focused on water that encourages students to explore the importance of having clean water from environmental, cultural, economic, and biological perspectives. 'Trace the Tap' introduces students to the bigger picture of a resource they encounter every day and guides students to develop an understanding of the importance of water in supporting life. Mary Jordan's work with The Water Tank Project connects to the theme of this lesson because a huge part of being healthy is having clean water available. It may be hard for several people in America to understand how different life would be without clean water, unlike most people in third-world countries who don't have access to clean water. The concept of having a large supply of clean water available everyday connects to this lesson's theme because water plays a vital role in the lives of all humans.
An artist, activist, and filmmaker, Mary Jordan is the founder of Word Above the Street and the Creative Director of The Water Tank Project. She has directed several films, as well as screened films at festivals including BFI (British Film Institute), Los Angeles Film Festival, International Film Festival of Rotterdam, London Film Festival, Sydney International Film Festival, Copenhagen International Film Festival, and the Pacific Film & Television Commission. Her work has been exhibited on the Sundance Channel, at New York's Film Forum, and on several network stations.
The Water Tank Project was launched in the summer of 2014 and began to transform the New York City skyline. Artwork created by acclaimed artists, as well as New York City public school students have begun being wrapped around rooftop water tanks throughout the city. This project is celebrating the talents of both emerging and established artists, while calling attention to the global water crisis. The Water Tank Project is part art exhibition, as well as part of an awareness campaign. Art on several water tanks will be complemented by educational action through different educational programs, social media activities, public tours, and a conference dedicated to inspiring views on global water issues. The aim of The Water Tank Project s to produce art as social intervention, to educate, to inspire joy and awe, and to alter attitudes about habits of those who experience The Water Tank Project. Ultimately, The Water Tank Project aims to create long-lasting, meaningful change.
The Water Tank Project believes in the importance of education and collaborated with Children's Movement for Creative Education (CMCE) to develop 'Trace the Tap', a curriculum focused on water that encourages students to explore the importance of having clean water from environmental, cultural, economic, and biological perspectives. 'Trace the Tap' introduces students to the bigger picture of a resource they encounter every day and guides students to develop an understanding of the importance of water in supporting life. Mary Jordan's work with The Water Tank Project connects to the theme of this lesson because a huge part of being healthy is having clean water available. It may be hard for several people in America to understand how different life would be without clean water, unlike most people in third-world countries who don't have access to clean water. The concept of having a large supply of clean water available everyday connects to this lesson's theme because water plays a vital role in the lives of all humans.
Giuseppe Arcimboldo
Renaissance artist, Giuseppe Arcimboldo, was an Italian painter who was best known for his creations of imaginative portrait heads that were made entirely of objects such as vegetables, fruits, fish, books, and flowers. He was born in Milan in 1527 and died in 1593. He painted representations of these objects on the canvas and arranged them in a way that the whole collection of objects formed a recognizable anatomical shapes of a human. At a distance, his portraits looked like normal human portraits. However, individual objects in each portrait were actually overlapped together to make various anatomical shapes of a human. He may have been the first artist to use food to create a mosaic image though his work was in paint, not made of food itself.
Giuseppe Arcimboldo's artwork relates to the theme of this lesson because the objects he chose to use in his paintings were all healthy: fruits, vegetables, fish, and even flowers. Although most flowers aren't meant to be eaten, Arcimboldo used organic objects that are healthy and vital to providing the body with the proper vitamins and nutrients needed. An important part of being healthy is eating healthy. When people eat healthy, their bodies have more energy and they are overall in better shape. One could analyze Giuseppe's work with fruits, vegetables and other objects as representing what makes up the body. Because he decided to paint these objects to look like normal human portraits, it could be inferred that Giuseppe believes that what should make up the human body are these objects: healthy foods and books to keep the mind healthy.
Renaissance artist, Giuseppe Arcimboldo, was an Italian painter who was best known for his creations of imaginative portrait heads that were made entirely of objects such as vegetables, fruits, fish, books, and flowers. He was born in Milan in 1527 and died in 1593. He painted representations of these objects on the canvas and arranged them in a way that the whole collection of objects formed a recognizable anatomical shapes of a human. At a distance, his portraits looked like normal human portraits. However, individual objects in each portrait were actually overlapped together to make various anatomical shapes of a human. He may have been the first artist to use food to create a mosaic image though his work was in paint, not made of food itself.
Giuseppe Arcimboldo's artwork relates to the theme of this lesson because the objects he chose to use in his paintings were all healthy: fruits, vegetables, fish, and even flowers. Although most flowers aren't meant to be eaten, Arcimboldo used organic objects that are healthy and vital to providing the body with the proper vitamins and nutrients needed. An important part of being healthy is eating healthy. When people eat healthy, their bodies have more energy and they are overall in better shape. One could analyze Giuseppe's work with fruits, vegetables and other objects as representing what makes up the body. Because he decided to paint these objects to look like normal human portraits, it could be inferred that Giuseppe believes that what should make up the human body are these objects: healthy foods and books to keep the mind healthy.
Evaluation/Assessment
Art Formative Assessment
Students will be formatively assessed through the use of a checklist. In order for students to receive full credit on their silhouette self-portrait, their silhouette must have the following:
- Outline of profile (10)
- Watercolor (10)
- Colorful drawings of miscellaneous symbols that are balanced and that represent different areas in their life that contribute to their health (10)
Total: _______ out of 30
** Students will also be informally assessed throughout each class meeting on their ability to stay on task, focused, and follow instructions
English Language Arts Formative Assessment
Students will be formatively assessed at the end of the lesson by presenting their work to the class. Students will be required to express the meaning behind their work to their classmates using descriptive language and key vocabulary associated with the lesson. After presenting their work to the class, students will be required to write a 2-3 pages double-spaced opinion writing piece about what it means to be healthy outside of class. Students will be graded on their ability to use details and reason, as well as their spelling and grammar in their paper.
Presentation: 10 points
Opinion Writing Piece: 15 points (10 points for ability to use details and reason to support their answer; 5 points for spelling/grammar and meeting the page length requirement)
Students will be formatively assessed through the use of a checklist. In order for students to receive full credit on their silhouette self-portrait, their silhouette must have the following:
- Outline of profile (10)
- Watercolor (10)
- Colorful drawings of miscellaneous symbols that are balanced and that represent different areas in their life that contribute to their health (10)
Total: _______ out of 30
** Students will also be informally assessed throughout each class meeting on their ability to stay on task, focused, and follow instructions
English Language Arts Formative Assessment
Students will be formatively assessed at the end of the lesson by presenting their work to the class. Students will be required to express the meaning behind their work to their classmates using descriptive language and key vocabulary associated with the lesson. After presenting their work to the class, students will be required to write a 2-3 pages double-spaced opinion writing piece about what it means to be healthy outside of class. Students will be graded on their ability to use details and reason, as well as their spelling and grammar in their paper.
Presentation: 10 points
Opinion Writing Piece: 15 points (10 points for ability to use details and reason to support their answer; 5 points for spelling/grammar and meeting the page length requirement)
Materials
- 12"x18" white construction paper (one per student)
- 12"x18" black construction paper (one per student)
- Masking Tape
- Pencil
- Glue sticks
- Student sketchbooks
- Sharpie markers
- Colored markers
- Watercolor paint
- Watercolor paintbrushes
- Dixie cups filled with water (one per two students)
- 5 Projector Screens
- 5 Lamps
- 5 Chairs
- Classroom supply of scrap paper
- Computer
- Document Camera
- Projector/Projector screen
- 12"x18" black construction paper (one per student)
- Masking Tape
- Pencil
- Glue sticks
- Student sketchbooks
- Sharpie markers
- Colored markers
- Watercolor paint
- Watercolor paintbrushes
- Dixie cups filled with water (one per two students)
- 5 Projector Screens
- 5 Lamps
- 5 Chairs
- Classroom supply of scrap paper
- Computer
- Document Camera
- Projector/Projector screen
Resources
(Lesson adapted from: http://www.mrsbrownart.com/4th.htm)
- https://www.youtube.com/watch?v=geX1V1Q1BHY (Visual Culture Component video)
- http://en.wikipedia.org/wiki/Empty_Bowls ("Empty Bowls")
- http://www.claygeek.com/page/2/, http://cy-fairlifestylesandhomes.com/cy-fair-events-may-2012/, http://www.dfw.com/2014/03/19/877836/dfw-food-festival-feeding-frenzy.html ("Empty Bowls" pictures)
- https://youtu.be/JxTDkYWhNGg (Empty Bowls video)
- http://www.thewatertankproject.org, http://www.thepoolnewyorkcity.com/eteri-chkadua-in-ny-the-water-tank-project/, https://rainsoftottawa.wordpress.com/category/non-profit-organizations/the-water-tank-project/, http://thebetterawards.com/big-better-awards-the-water-tank-project/ (The Water Tank Project)
- https://www.youtube.com/watch?v=CqxCV4Ga7lM (The Water Tank Project video)
- http://www.giuseppe-arcimboldo.org, http://www.webecoist.momtastic.com/2008/12/15/food-artists-and-sculptors/, http://en.wikipedia.org/wiki/Giuseppe_Arcimboldo(Giuseppe Arcimboldo)