ARTS EDUCATION TEACHER HANDBOOK
ARTS EDUCATION TEACHER HANDBOOKELEMENTARY LESSON PLANS
Submitted by Suzie Carter, Cumberland County Schools
Lesson Title:
Self-Portrait Unit - Lesson #5
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:
4.02 Create extended visual narratives based on one's own life and experiences.
4.03 Enumerate characteristics of artist's work that distinguish it from others.
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 main objective is for the students to have finished both visual portrait and narrative portrait. I will display all visual portraits around the room. As I read each narrative, the students will guess who the student is I'm talking about.
Materials/Equipment Needed:
-
Rubric created for final products.
-
Art books on Frida Kahlo from the local library.
-
CD/Cassette to listen to Hispanic music.
-
Drawings from last week.
-
Colored pencil and face color crayons.
Lesson Procedure:
The students took a few minutes to finish their product. The entire class got to look at all the visual self-portraits and I read their narratives. The students took guesses as to which narrative matched the self-portraits.
Assessment:
I assessed how much time would have to given in the last lesson next week so that a few of the students could finish and how successful the students were with colored pencil technique.Special Considerations:
This is the fifth lesson of five in the unit.
Rubrics for Unit:
Name ______________________________
Frida Kahlo Portraiture Evaluation
| 3 | Successful with visual portrait and written portrait |
| 2 | Successful with one of the portraits |
| 1 | Felt like you didn't have success with either |
Circle the number which best describes your success with the unit so far.
Name ______________________________
Frida Kahlo Portraiture Unit Self Evaluation
Where do you fit?
| 4 | Frida Kahlo | 1 - many observable symbols 2 - excellent portraiture 3 - 3-D quality 4 - very detailed |
| 3 | Advanced Artist |
5 - good likeness 6 - good proportions 7 - some symbols |
| 2 | Intermediate Artist | 8 - somewhat resembles 9 - a few details 10 - a few symbols |
| 1 | Beginner Artist | 11 - symbols not evident 12 - correct proportions not evident 13 - likeness not evident |
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