ARTS EDUCATION TEACHER HANDBOOK

VISUAL ARTS :: ELEMENTARY LESSON PLANS

ELEMENTARY LESSON PLANS

 

Submitted by Suzie Carter, Cumberland County Schools

Lesson Title:
Self-Portrait Unit - Lesson #1

Grade Level or Course:
Fourth Grade

Time Allotment:
40 minutes

Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12:

5.03 Compare works of art from different times and cultures.
5.05 Recognize an increased selection of works art and artists.
5.06 Discuss themes which are most important to a particular culture.
5.07 Recognize that individuals are products of their own culture.
6.01 Describe how people's experiences influence the development of specific artworks.
6.02 Understand experience varies from individual to individual and from culture to culture.
7.01 Recognize that in a particular place or time, shared beliefs or knowledge will affect the ideas, issues, or themes in all disciplines.

Targeted Goals and Objectives from the North Carolina Standard Course of Study and Grade
Level Competencies, K-12 for other content areas.

English Language Arts: writing three descriptive paragraphs in their classroom 1) describe them physically, 2) describe the student's character, and 3) describe their favorite pastimes.
English Language Arts: art terms incorporated in weekly spelling list.
Computer: classroom teacher used computer class for typing their self-narrative and practiced using "editing" mode.
Music: The students will use their self-narrative to create a "rap". CD/ tapes played in the classroom while drawing their self-portraits.
Social Studies: The students will view the world map during the discussion on the artist and see each country's proximity to each other compared to where they live.

 

Lesson Objective(s):

There is a need in my school area, with the influx of Hispanic people, for an understanding of this culture. The students can become life long learners by widening their understanding of another culture, become better readers, have a better understanding of the computer, become more accomplished writers, and an awareness of their inner self.

Materials/Equipment Needed:

  • A Hispanic person from the community to share their culture with the students.

  • Artifacts from a local museum or gathered from community or students.

  • Art books on Frida Kahlo from the local library.

  • CD/Cassette to listen to Hispanic music.

  • Student's drawing journal.

 

Lesson Procedure:

As an introduction to this lesson, I had a local artist of Hispanic heritage, visit with knowledge of Frida Kahlo's life and her works. She gave an overview of the Hispanic culture, and showed slides of the primitive civilizations-Aztec, Inca, and Mayan that influenced Kahlo. There was a display set up in the Media Center that was borrowed from the local Art Museum. The borrowed Art Trunk enabled the students to view many differing artifacts. During the art time, the students were able to review and were given more time discussing the life and works of Frida Kahlo. The focus was on Kahlo's self-portraits. The children spent the last of the period drawing self-portraits in their drawing journals.

Assessment:

I assessed their self-portraits in their journals to measure how much instruction, on drawing the face they would need at our next meeting. The drawing journal stays in the room all year and is a measure of their growth throughout the year.

Special Considerations:

This is the first of five lessons in the unit.

 

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