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 #2

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:

1.02 Create work which approaches a higher level of realism.
4.01 Create extended visual narratives based on one's own life and experiences.
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. The students are expected to learn lessons of space and proportions of the face.

Materials/Equipment Needed:

  • 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.

  • Self-narrative from academic class.

  • White drawing paper and pencil.

 

Lesson Procedure:

The students brought their narratives to art class to use as a guide in drawing him or herself. A short instructional lesson was given after assessing last week's drawings of their faces. The students looked at a few of the self-portraits of Frida Kahlo to see how she finished the space behind her face. I gave design hints on ways to make their portraits more eye-catching. The remainder of the period was spent with the students using the information from the teacher to create their own self-portrait.

Assessment:

In this lesson, I used conversation and observation of each student's drawing to monitor success at this point.

Special Considerations:

This is the second lesson of five in the unit.

 

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