Gina Hankins 5/13/2013 Art Integration Lesson Plan 1

Art Integration Lesson Plan Liberty LESSON 2

LTC 4240: Art for Children Lesson Title & Big Idea: Liberty is not guaranteed. Grade Level: 4th/ 5th Grades Lesson Purpose: Students will learn more about the definition of liberty via a read-aloud of a young girls emigration to Class Periods Required: 1 America that parallels a young sculptors dream through the building of the Statue of Liberty. Students will continue their research assignment toward a make believe trip to the monument, as well as receive an introduction to the amazing artist Peter Max and his relationship/association to the Statue of Liberty within his artwork. Key Concepts (2-3): Essential Questions (2-3): Liberty is not guaranteed. How does liberty hold a society/community together? o Liberty can be given; liberty can be taken; liberty can also be won or lost. Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1) Visual ART: Students will demonstrate an understanding for what liberty means to them personally through the creation of a Peter Max themed watercolor resist quilt. Literacy: Students will identify patterns in events and reflect upon the story Naming Liberty where the author weaves together two stories: the story of a young girl emigrating to America from Russia and will choose a new name when she arrives, and the story of a young artist Frdric Auguste Bartholdi dreaming of a monument he wants to build to honor freedom. Social Studies: Students will organize and report on the details of the historic evolution, design, and construction of the Lady Liberty through a research assignment that accompanies a make believe trip to visit the monument. (Use online e-Tour from National Park Service website) Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/) Missouri Core Academic Standards (Common Core State Standards) (3-4) (http://www.corestandards.org/) Visual Art English Language Arts Standards Reading: Literature Grade 4 Product-Performance: Integration of Knowledge and Ideas Artists communicate ideas through artworks by selecting and applying CCSS.ELA-Literacy.RL.4.7 Make connections between the text of a story media techniques and processes, subject matter, and themes. or drama and a visual or oral presentation of the text, identifying where STRAND I: Product/Performance each version reflects specific descriptions and directions in the text. 1. Communicate ideas about subject matter and themes in artworks CCSS.ELA-Literacy.RL.4.9 Compare and contrast the treatment of similar created for various purposes th themes and topics (e.g., opposition of good and evil) and patterns of A. Subject Matter: Fine Art 4 Grade events (e.g., the quest) in stories, myths, and traditional literature from Portrait: Create facial features in correct proportion

Gina Hankins 5/13/2013 Art Integration Lesson Plan 2 Exaggerate, distort, or simplify features to create an abstract portrait C. Theme 5th Grade Create an original artwork that communicates ideas about the following themes: o United States o Patriotism o World o Time (e.g., past, present, future) Integrated Content Areas: 1. Visual Art 2. Literacy 3. Social Studies different cultures. English Language Arts Standards Writing Grade 4 Research to Build and Present Knowledge CCSS.ELA-Literacy.W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. English Language Arts Standards History/Social Studies Grade 6 Craft and Structure CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Identify & define common vocabulary/concepts that connect visual art with the non-art content area. Liberty: is the quality or state of being free; the positive enjoyment of social/political/economical rights and privileges. Liberty was a foundational principle upon which our country was built. Liberty is used interchangeably with the word freedom. Freedom: The power or right to act, speak, or think as one wants without hindrance or restraint. Synonym for Liberty. Rights: are legal, social, or ethical principles of freedom or entitlement; that is, rights are the fundamental normative rules about what is allowed of people or owed to people, according to some legal system, social convention, or ethical theory. Rights are often considered fundamental to civilization, being regarded as established pillars of society and culture and the history of social conflicts can be found in the history of each right and its development; rights are not as much granted or endowed as they are fought for and claimed. Such as the unalienable rights acknowledged in the Declaration of Independence that among these are Life, Liberty, and the pursuit of happiness. Artists and authors renderings often depict or address an individuals rights. Closure (Reflecting Anticipatory Set): Ask Lesson Review Questions -During End of Day activities ask what students found to be the most memorable thing they learned about Peter Max artwork. -Ask students whether or not liberty is guaranteed and why or why not.

Anticipatory Set (Gaining Attention): During Morning Meeting with the class, ask students if anyone was able to bring real photographs of a visit to the Statue of Liberty? Share these with the class. -Review our whole-class definition of the word Liberty.

Gina Hankins 5/13/2013 Art Integration Lesson Plan 3 -Take a few responses of how the Statue of Liberty is a symbol of the U.S. -Ask the members of each of the different research groups to stand up and review the groups responsibilities. Ask the groups of students if they have any pressing questions about the assignment. -Also introduce one of the days read-alouds, Naming Liberty (Jane Yolen) by reading the book jacket and building anticipation for the Literacy lesson to be taught later in the day. Use clap to gain attention of the class as we are ready to begin Literacy: Reading/Writing lesson. Ask students to retrieve Writers Notebooks. Lesson Activities & Procedure(s): Read aloud Naming Liberty; introduce featured artist Peter Max story of his paintings of the Statue of Liberty; add outline of the Statue of Liberty to the watercolor backdrop from Lesson 1; continue group research assignment. 1. Read-aloud to the class the book Naming Liberty by Jane Yolen. 2. As you read, ask students about the names of the characters, setting, and vocabulary used in the book. Keep track of vocabulary words we do not know the meanings of using flip chart paper (or the Smartboard). Examples: pogromists, greenhorn, Simcha (Yiddish), valise, rubles, landing card, manof-war guns, etc. 3. Facilitate whole-class discussion about the book, and how each side had a Big Idea (how was that big idea represented as liberty? - a dream) 4. Be sure to read the last few pages of the book, which are like Authors Notes, about What is true about this book? It is quite interesting and includes a paragraph of the Statues symbolism. She also mentions Lynn Curlees book Liberty! which we will consult in Lesson 3. 5. Jim Burke the illustrator of Naming Liberty has an illustrators note regarding the colors used throughout the -Remind students that have real photographs of a visit to the Statue of Liberty to bring them in to school.

Lesson Texts & Materials: Students will need Writers Notebooks Smartboard/SmartNotebook application Jane Yolens book Naming Liberty http://www.k6art.com/2013/03/18/peter-max-statue-of-liberty http://www.deepspacesparkle.com/2007/11/06/lady-liberty-getsmake-over/ (references for ideas to other Statue of Liberty student-related art projects) http://www.youtube.com/watch?v=iVCLvW1IpPw (On the Scene interview with John Bathke) There is a Norman Rockwell connection, associated with Lesson 3) Makes up stories to go with paintings and always makes some sort of surprise doodle on the back. He also has a strong musical connection, especially with jazz. 7:23 minutes. http://www.youtube.com/watch?v=zk4PSYM0y2E (radio talk show interview begins with explanation of the Statue of Liberty series) 9:50 minutes. http://www.youtube.com/watch?v=ay23gsh5Iiw (in Peters art studio; how he handles and creates his colors) 5:10 minutes; a bit long in the middle. http://www.petermax.com (official Peter Max website included his biography and poster work) Based on number of students:

Gina Hankins 5/13/2013 Art Integration Lesson Plan 4 scenes created in the book. Ask students if they can recognize a theme or color palette used? Response: Jim Burke writesWhen Liberty was constructed, her contours were sharply stated in rich salmon with shades of orange and deep brown the colors of copper. Through natural weathering and oxidation, Libertys copper changed from salmon and browns, then grays, to the well-known patina color-greenish aqua. The weather of copper is seacoast settings generally takes fro 5 to 7 years. To represent the transforming palette of Liberty, the paintings in the book were created on rich orange/brownish (burnt sienna) oil-washed boards, with the familiar aqua patina color spread generously throughout many of the compositions. Discuss watercolor project begun in Lesson 1. How did students choose what colors they used in their artwork? 6. Introduce the featured artist Peter Max via YouTube interviews listed under Texts & Materials. 7. In-class discussion reflecting upon how Peter Maxs artwork makes students feel. 8. Students to use WNBs to write about liberty and how the principle/meaning of it can be used to hold a community/society together. Ask a few students to share his/her favorite thought he/she has recorded. 9. Whole-class discussion on how liberty can be treated. Is it always guaranteed? Why or why not? Can it be assumed? Granted? Taken? Over history and time, how has liberty been won or lost? Add outline of the Statue of Liberty to the watercolor backdrop from Lesson 1. 10. Use pencil to add outline and details of Statue of Libertys face to the 9 x 9 piece of watercolor art from Lesson 1. 11. Go over pencil line with black marker. Students can begin considering other symbols to be used to decorate the 4 strips to frame out the 9 x 9 artwork for Lesson 3. Pencils Guided worksheet to continue research assignment for Social Studies 1 Watercolor piece of artwork on 9 x 9 inch square from Lesson 1 Black marker (permanent works well)

Gina Hankins 5/13/2013 Art Integration Lesson Plan 5 Continue group research assignment during class time designated for Social Studies. Lesson adaptations for challenged learners: - Also point out Yolens use of repetition, exciting adjectives, special print, conversation, setting off text with hyphens, the passage of time, personification, using a list for a series with no conjunction, etc. - Teacher can also help students by displaying or writing a timeline of the people/events included in the book leading up to the building of the Statue of Liberty.

Formative Assessment strategies: Do students actively participate in question/answer time associated with read-aloud? Are their noticings both articulate and accurate? Are students respectful of other classmates answers, while engaging in healthy discourse? Do students use their WNB time wisely and effectively? Do students recognize the Big Idea from each of the characters perspectives identified in the book? How do students respond to the authors and illustrators notes?

Lesson extensions/enrichments for gifted learners: -Teacher and/or students put together a PowerPoint presentation or iMovie set to patriotic (or the song Firework by Katy Perry) music portraying different photographs, artwork, and books of the Statue of Liberty. -Rather than use the Statue of Libertys face for your outline onto your 9 x 9 watercolor, use your own or that of someone you know (like your mother/stepmother, grandmother, or sister). -Using a map, study and plot the geography of the various places and objects mentioned in the book: Versailles; Paris, France; Egypt Sphinx; Suez Canal; Alsace, France; Germany; New York Bedloes or Liberty Island; Kiev, Russia; Ukraine; Philadelphia, Pennsylvania; Europe; Bremen, Germany; Rouen, France; - Conduct research project on famous immigrants that came through Ellis Island; and primary source perspective writing in journals - Study Bartholdis masterpiece statue The Lion of Belfort. - Use old newsprint and spray paint or watercolor a soft green, use this to create a silhouette of the Statue on their existing watercolor backdrop. Use black marker to outline facial features and details of the crown. - Peter Max has done some really neat pieces surrounding todays pop culture icons that can make a real authentic connection with todays students: Super Bowl, Olympics, Taylor Swift, even painting a Boeing 777 jet. -Research other storybooks for read-aloud (see below). Summative Assessment strategy: Students explanation for color choices used in watercolor creation is articulate and justifiable. Following directions for Statue of Liberty outline. Students show proper reflection in their WNBs when writing about liberty and how the principle/meaning of it can be used to hold a community/society together. Students demonstrate understanding during discussion about liberty not being guaranteed. When asked to share, several eager volunteers.

Gina Hankins 5/13/2013 Art Integration Lesson Plan 6 What student prior knowledge will this lesson require/draw upon? The class has possibly heard/read several Jane Yolen books studying her writing craft throughout the school year; she is an author, whose writing style we are not only familiar with, but also fond of. Prior knowledge of working with and mixing colors, as well as using different media to create pieces of art. How will you engage students in imagining, exploring, and/or experimenting in this lesson? Students will explore new vocabulary through the book and develop an understanding for the illustrators use of color palette. Students will be inspired by Peter Maxs biography and lifes artwork, including reflecting on how his pieces make them feel. Students will explore his/her personal meaning attributed to liberty, and how that meaning is then attributed to their society/community. Students will be creative with their Statue of Liberty outlines and the details of the other symbols they choose to represent the idea of liberty in their watercolor resist quilt. How will this lesson allow for/encourage students to solve problems in divergent ways? Working in small groups on the research assignment will have a wealth of problems for students to solve collectively for the greater good of the whole team; and when the student is faced with producing the watercolor painting, he/she will have to make several choices about design, color, value, and scale. How will you engage students in routinely reflecting on their learning? Reviewing big ideas at the start of each lesson. Asking thoughtful questions throughout the lesson and during morning/afternoon class meetings. Walking around the room and talking individually with students and when they are working in groups. Ask questions and listen to reasoning for making their decisions in the areas of visual art, literacy, and social studies. How will this lesson engage students in assessing their own work and the work of peers? Are they able to make thoughtful/insightful journal entries into their WNB? Do they feel confident to share ideas amongst their fellow classmates in guided small groups or whole-class discussion? Would they consider reading a portion of their entry in their WNB aloud to the class? What opportunities/activities will students be given to revise and improve their understandings and their work? Provide students with feedback during whole-class discussion; prompt with questions, as necessary. What opportunities/activities will you provide for students to share their learning in this lesson? Whole-class discussion of the read-aloud and its new vocabulary. Students will engage in discussion about the Big Idea of Liberty as framed by the book, as well as, how liberty is seen in his/her own life and whether or not liberty can be guaranteed while explaining why or why not. Students will also have the opportunity to share how Peter Maxs artwork makes them feel. Lesson Resources/References: See Text & Materials above and References mentioned below.

Gina Hankins 5/13/2013 Art Integration Lesson Plan 7 References

Yolen, J. (2008). Naming Liberty. New York, NY: Philomel Books, Penguin Group.

Gina Hankins 5/13/2013 Art Integration Lesson Plan 8 Peter Max artwork of Statue of Liberty

Gina Hankins 5/13/2013 Art Integration Lesson Plan 9 Other books to consider for read-alouds:

A Picnic in October Eve Bunting Nancy Carpenter Picture Book

Liberty Rising: The Story of the Statue of Liberty Pegi Deitz Shea, Illustrated by Wade Zahares Non-fiction picture book Ages 6 to 10

Gina Hankins 5/13/2013 Art Integration Lesson Plan 10

Stevens, C. (1992). Lily and Miss Liberty. New York, NY: Scholastic Inc.