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Art Education
at Moravian College


 

Egypt Series for Second Grade

Updated April 23, 2005










 

LESSON PLAN FORMAT:

Teacher: Mr. Schantz
Student Teacher: Heather McGarvie
Title: "The Life of a Second Grader"
Book: Art: Of Wonder & A World by: Jean Mary Morman
Time: Five Consecutive Lessons/45-minute periods
Grade Level: Second
Date: January 27, 2005

STANDARDS ADDRESSED / ASSESSED:

Academic Standards for the Arts and Humanities:
9.1 D.
Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
9.3 B.
Recognize that works in the arts can be described by using the art elements, principles and concepts.

Academic Standards for Reading, Writing, Speaking & Listening:
1.6 A.
Listen to others, ask questions as an aid to understanding and distinguish fact from opinion.
1.6 D.
Contribute to discussions, ask relevant questions, listen to and acknowledge the contributions of others, display appropriate turn-taking and respond with appropriate information or opinions to questions asked.

CONTENT:
My students will learn about Egyptian wall paintings. The Egyptian artists painted geometric symbols on the walls of their tombs and homes. Students will learn how these artists kept a flat appearance in their paintings, creating a composite view—profile, front view of shoulders and side view of legs and feet. I would ask my students, "How did the Egyptians represent themselves in their paintings?" Students will learn and apply the Egyptian method of space division to make a horizontal series, showing their lives as second graders. My students will keep the flatness of the figures and make up picture words to tell their personal stories. These stories can include their relationships with family members and friends, where they have moved and traveled to and from and their school experience at Donegan. Their series will be divided equally into four sections (making two folds with their papers), and each section will relate to the next so that it reads from left to right.

PREREQUISITES:
Students have already been taught how to operate art materials (crayons, markers, paint, paintbrushes, pencils, scissors and glue) and understand what kinds of duties are expected during clean-up time.

Students should be familiar with the Egyptian pyramids, and they will learn how and why these magnificent structures were built. Each student will learn about the Egyptian method of space division. All students will need to brainstorm ideas for what they will illustrate in their murals. Words are not allowed! All illustrations will consist of picture words, and I will explain how these can be created. Students will sketch out their picture words onto Manila paper before they begin on the Multi-Cultural paper. Figures and symbols will be drawn with construction paper crayons, and at the end, these will be outlined with black paint.

ACCOMMODATIONS:
I will introduce this project with visual aids and this will benefit all students. Class discussion will take place on a daily basis and students will be encouraged to answer appropriately. I will sit a student with a learning disability at a cooperative table so that the other students will show respect and help him/her as needed. This project involves lots of observation! Students will need to simplify their illustrations, inventing creative and unique symbols. Some projects will turn out more detailed and thought-out than others; every student will be able to take part in this art-making process.

INSTRUCTIONAL OBJECTIVE:
Students are to create an Egyptian series of their life as a second grader. I will show my own series, along with examples of Egyptian wall paintings so that each student can be influenced. Students will brainstorm ideas for events and symbols; we will discuss how to create interesting symbols. Students will experiment with contour forms, and these will be outlined with black paint. Students’ work will reflect their understanding of picture. A geometric rhythm should exist, and painted figures should appear simplified and flat. *Profiles, frontal view of shoulders, side view of legs and feet. Size can be manipulated.
*See Standards

INSTRUCTIONAL PROCEDURES:

DAY 1
Intro:
Students will enter the classroom and be seated at their ‘table groups.’ I will introduce Egypt, and a constructed paper pyramid will travel from table to table. This pyramid will only go to a table with cooperating and quiet students. These students will earn points for their table, as well. I will read a short novel *Possibly Traveling Down the Nile (15 minutes).

Questions and Answers:
I will teach my students about how and why the Egyptian pyramids were built. Student will learn about tomb paintings, flat figures, picture words and geometric shapes. (10 minutes).

Studio Time:
An Egypt board game will take place at each table and this game will be similar to "BINGO" (15 minutes).

Clean-up:
All board game pieces will be neatly put away and placed at the middle of each table (5 minutes).

DAY 2

Intro:
Students will enter the classroom and be seated at their ‘table groups’ (5 minutes).

Questions and Answers:
Students will learn about the Egyptian method of space division and picture words. I will explain and demonstrate how they will create their series of events; afterwards, I will show them what the final project will look like (15 minutes).

Studio Time:
Students will be given a sheet of Manila paper, and they will begin to create thumbnail sketches using pencil (10 minutes).

Clean-up:
All papers must have names on them and be placed at the middle of each table (5 minutes).

DAY 3

Intro:
Students will enter the classroom and be seated at their ‘table groups’ and students will finish their thumbnail sketches (10 minutes).

Questions and Answers:
I will demonstrate how they should fold (twice) and tear the ends (use a ¼" fold) of their Multi-Cultural paper (6"x 17"). Next, I will show how they will create a rubbing onto their papers, in order to create an ancient texture (15 minutes)!

Studio Time:
Students will fold (twice), tear (¼" fold guideline) and make rubbings, using the texture plates; a light Multi-Cultural brown will be used for all rubbings. I will be rewarding a table with the traveling pyramid (15 minutes).

Clean-up:
All supplies are to be put away, and the sketches are to be placed on top of the final drawing and placed neatly in the middle of the each table (5 minutes).

DAY 4

Intro:
Students will enter the classroom and be seated at their ‘table groups’ (5 minutes).

Questions and Answers:
I will go over any problems/good aspects of the project to the class. I will demonstrate how the students will draw, using the construction paper crayons, onto the good paper, incorporating geometric shapes and symbols (15 minutes).

Studio Time:
Students will and begin to draw their illustrations and symbols—section by section, using their sketches as guides; the students are to use construction paper crayons. Students will use their thumbnail sketches as guides. I will be rewarding a table with the traveling pyramid (20 minutes).

Clean-up:
All supplies will be put away; sketches and papers are to be piled and placed at the middle of each table (3 minutes).

DAY 5

Intro:
Students will enter the classroom and be seated at their ‘table groups’ (5 minutes).

Questions and Answers:
I will ask the students questions related to their work. (5 minutes).

Studio Time:
Students will continue to work on their series. Sketches should be out in case a student needs ideas. I will ask students to come to the back of the room, by table, in order to evaluate their series, so far (20 minutes).

Clean-up:
All supplies will be put away; sketches and papers are to be piled and placed at the middle of each table (5 minutes).

DAY 6

Intro:
Students will enter the classroom and be seated at their ‘table groups’ (5 minutes).

Questions and Answers:
I will demonstrate how the students will apply the black paint and outline their shapes and symbols (10 minutes).

Studio Time:
Students will receive brushes, water and black paint. They will outline their shapes and figures with the black paint so that their series reflects Egyptian tomb paintings. I will be rewarding a table with the traveling pyramid (20 minutes).

Clean-up:
All final projects will be placed in the drying racks and all supplies will be put away (5 minutes).

MATERIALS AND EQUIPMENT:
Teacher’s Materials:
Egyptian wall paintings, National Geographic article, black, washable paint, paintbrushes, tin cans, Manila paper for sketches, Multi-Cultural paper (6"x 17"), paper cutter, pencils, erasers, texture plates, brown Multi-Cultural crayons and construction paper crayons.

Student Materials: Manila paper, Multi-Cultural paper, pencils, erasers, texture plates, construction paper crayons, brown Multi-Cultural crayons, black paint and paintbrushes.

IMPORTANT VOCABULARY:
Egyptian wall paintings, Flatness, Geometric, Picture space, Picture words, Profile, Pyramids, Space division and Surface, Symbols.

ASSESSMENT AND EVALUATION:
I will determine how a student has attained my instructional objective based upon their range of curiosity, experimentation and participation with the subject matter and classroom activities.

Students will share their final projects, and I will ask the students, "What did the Egyptians paint in their murals? How are your projects similar to the Egyptian murals? Why do you think I wanted you to depict your characters, using shapes and symbols? Does your work tell a story? Is there geometric rhythm? Does each mural demonstrate the Egyptian method of space division?"

FOLLOW-UP ACTIVITIES:
This project could be taken a step further by introducing the visual approach; each student would draw from life, using pictures, magazine clippings, stiff-life drawings, etc. Each work would be drawn exactly as it appears. Afterwards, students would make comparisons between both the conceptual [Egyptian mural] and visual approach.

SELF-ASSESSMENT/REFLECTION:

Experience + Reflection = Growth!

Strengths:
Weaknesses
:
What was achieved:
What was not achieved: