mini activity: Creating a new world
Grade Level: 2nd
Name: Christine Huang
Date: 12/1/14
Theme Concept(s):
· Story Development: Structure is important to create a coherent story.
· Individuality: everyone is his/her own unique person. People have their own interests, characteristics, and physical qualities that make them different from others. When creating a story, unique characters must be present in order to create an interesting story.
Art Production Concept(s):
Creative & Critical Behaviors Students Will Enhance:
Aesthetics, Art Criticism, Art History:
Teaching Strategies:
NJCCCS (Standards & Indicators) (one visual arts & one non-arts)
Visual and Performing Arts 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual arts. D. Visual Art. 5. There are many types of aesthetic arrangements for the exhibition of art. Creating or assembling gallery exhibitions requires effective time management and creative problem-solving skills. 5. Collaborate in the creation of works of art using multiple art media and art mediums, and present the completed works in exhibition areas inside and outside the classroom.
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: The following standards for K-5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C. Grade 5 students: 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. A. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally; B. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations; C. Use a variety of transitional words, phrases, and clauses to manage the sequence of events; D. Use concrete words and phrases and sensory details to convey experiences and events precisely. E. Provide a conclusion that follows from the narrated experiences or events.
Materials and Supplies: brown paper bags, pipe cleaners, yarn, markers, buttons, glue, any personal items that relate to characters’ identities.
http://www.puppet.org/about/history.shtml
www.puppet.org/pdf/CPA_Timeline.pdf
http://en.wikipedia.org/wiki/Puppetry
http://www.puppetsbostonguild.org/puppetry.html
http://www.puppethouse.org/history.htm
http://upload.wikimedia.org/wikipedia/en/6/62/Kermit_the_Frog.jpg
http://img4.wikia.nocookie.net/__cb20111114151709/muppet/images/a/a2/Ernie1980's.jpg
Artmaking Steps:
Aesthetics Steps/Questions:
Step 1. Students will answer the following questions individually:
Teacher's Samples
Name: Christine Huang
Date: 12/1/14
Theme Concept(s):
· Story Development: Structure is important to create a coherent story.
· Individuality: everyone is his/her own unique person. People have their own interests, characteristics, and physical qualities that make them different from others. When creating a story, unique characters must be present in order to create an interesting story.
Art Production Concept(s):
- · Form: Students will explain how the form of puppets and the setting support and connect with the plot
Creative & Critical Behaviors Students Will Enhance:
- · Students will think about what a personality is. They will think about the parts that make up an identity. One aspect includes interests.
- · Students will work in groups effectively by incorporating all group members’ puppets and creating an interesting yet comprehensible storyline/plot.
Aesthetics, Art Criticism, Art History:
- · Jim Henson
Teaching Strategies:
- · Introduction
- · Demonstration
- · Group Activity
- · Discussion
NJCCCS (Standards & Indicators) (one visual arts & one non-arts)
Visual and Performing Arts 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual arts. D. Visual Art. 5. There are many types of aesthetic arrangements for the exhibition of art. Creating or assembling gallery exhibitions requires effective time management and creative problem-solving skills. 5. Collaborate in the creation of works of art using multiple art media and art mediums, and present the completed works in exhibition areas inside and outside the classroom.
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: The following standards for K-5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C. Grade 5 students: 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. A. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally; B. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations; C. Use a variety of transitional words, phrases, and clauses to manage the sequence of events; D. Use concrete words and phrases and sensory details to convey experiences and events precisely. E. Provide a conclusion that follows from the narrated experiences or events.
Materials and Supplies: brown paper bags, pipe cleaners, yarn, markers, buttons, glue, any personal items that relate to characters’ identities.
http://www.puppet.org/about/history.shtml
www.puppet.org/pdf/CPA_Timeline.pdf
http://en.wikipedia.org/wiki/Puppetry
http://www.puppetsbostonguild.org/puppetry.html
http://www.puppethouse.org/history.htm
http://upload.wikimedia.org/wikipedia/en/6/62/Kermit_the_Frog.jpg
http://img4.wikia.nocookie.net/__cb20111114151709/muppet/images/a/a2/Ernie1980's.jpg
Artmaking Steps:
- Build on prior knowledge & experience.
- Introduce the history of puppetry.
- Demonstrate how to use the materials.
- Each student will design his/her own puppet by first thinking of someone they admire and think about that person’s personality and interests.
- Students will then create their puppets based on that person.
- Students will form groups of 6 and work together on a making a play. The type of genre is up to the groups to choose. However, each group needs to create a society that includes all group members’ puppets.
- Students will write a script.
- Students will practice their scripts and make any necessary changes.
- Groups will present in front of the class.
Aesthetics Steps/Questions:
Step 1. Students will answer the following questions individually:
- a) What was difficult during the group activity?
- b) Why was it difficult?
- c) How can the problem be solved?
- d) What improvements could be made on your group’s puppet show?
- e) How is effective group work used outside of the classroom? (For ex. With friends, other classes, home, society, etc.)
Teacher's Samples
MODIFIED LESSON:
Objective: Students will create hero puppets and explain how their heroes' super power can change the world by presenting in front of the class.
Students' Works
Objective: Students will create hero puppets and explain how their heroes' super power can change the world by presenting in front of the class.
Students' Works
Pictures