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Gina Hankins 5/2/2013 Art Integration Lesson Plan 1

Art Integration Lesson Plan Template Liberty LESSON 3


LTC 4240: Art for Children Lesson Title & Big Idea: Liberty can be symbolized and communicated through art. Grade Level: 4th/5th Grades Lesson Purpose: Students will be introduced to the American History artist, Norman Rockwell and his Class Periods Required: 2 depiction of the Statue of Liberty. Students will learn more about history of the Statue of Liberty through read-aloud and the presentation of their research assignment projects. Students will complete the unit of Liberty with an on e-Tour of the monument and a Live! interview opportunity with the Lady Liberty herself. Key Concepts (2-3): Essential Questions (2-3): How is liberty symbolized in American Art? Liberty can be symbolized and communicated through art. 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 completion of his/her Peter Max themed watercolor resist quilt. Students will use context clues to explore and formulate ideas about liberty (freedom) by investigating and making observations regarding Norman Rockwells depiction of American History through the 323 paintings that graced the cover of the Saturday Evening Post (from 1 916-1969), particularly his works entitled the Four Freedoms and the Saturday Evening Post 7/4/1946 , Liberty. Literacy: Students will examine and authenticate their investigation and research by listening to read-alouds, such as: Liberty by Lynn Curlee and Statue of Liberty by Elizabeth Mann. 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) Students will develop questions to ask the Statue of Liberty and during whole-class discussion, conduct a Live! interview with her. 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 Product-Performance: English Language Arts Standards Writing Grade 4 Artists communicate ideas through artworks by selecting and applying Research to Build and Present Knowledge media techniques and processes, subject matter, and themes. CCSS.ELA-Literacy.W.4.7 Conduct short research projects that build STRAND I: Product/Performance knowledge through investigation of different aspects of a topic. 2. Select and apply three-dimensional media, techniques, and

Gina Hankins 5/2/2013 Art Integration Lesson Plan 2 processes to communicate ideas and solve challenging visual art problems A. Sculpture, Ceramics, Other Media 4th Grade Build or layer materials to create a relief Elements and Principles: Artists communicate ideas through artworks by selecting and applying art elements and principles. STRAND II: Elements and Principles (EP) 1. Select and use elements of art for their effect in communicating ideas through artwork F. Value 4th Grade Identify and demonstrate a value scale Interdisciplinary Connections: Visual art is connected to performing arts, communication arts, math, science, and social studies. STRAND IV: Interdisciplinary Connections (IC) 2. Explain the connections between Visual Art and Communication Arts, Math, Science or Social Studies A. Connecting Art and Non-Art Subjects 5th Grade Explain how American artists expressed the idea of patriotism Historical and Cultural Context: Visually literate citizens understand the role and functions of art in history and culture. Artists influence and are influenced by the cultures and time periods in which they live. STRAND V: Historical and Cultural Contexts (HC) 1. Compare and contrast artworks from different historical time periods and/or cultures A. Historical Period or Culture 5th Grade Identify works of art from: o United States (Painting, Architecture) o Europe (Painting, Architecture) Integrated Content Areas: 1. Visual Art 2. Literacy

Integration of Knowledge and Ideas CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

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

Gina Hankins 5/2/2013 Art Integration Lesson Plan 3 3. Social Studies 4. Other: Math & Science (see other references below) 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. Artists often exercise their liberties/freedoms to make their creations. Symbol/Symbolism: A thing that represents or stands for something else, especially a material object representing something abstract. Artists often use symbols to represent various ideas/concepts/thoughts within their art form. 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. Enlightening: Give (someone) greater knowledge and understanding about a subject or situation. The Statue of Liberty enlightened the world as does education and literature. Closure (Reflecting Anticipatory Set): Ask Lesson Review Questionshow is liberty symbolized through American Art? -During End of Day activities ask a few students to give examples of liberty symbolized in the artwork and artists we have been studying. -Ask students what they found most interesting about Norman Rockwell and his contribution to the chronicle of American history. -What part of the Statue of Liberty did Rockwell portray in his Saturday Evening Post cover that graces the wall of the Oval Office? -Can anyone give me one fact that they learned from todays small group research presentations? Or the online e-Tour? -During next Moring Meeting students to share positive comments about classmates research presentations out loud or via Post-It Notes.

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 and whether or not it is guaranteed and how we know this. -Introduce one of the days read-alouds, Liberty (Lynn Curlee) by displaying the final 2 pages of the book to include the Statue of Libertys specifications and timeline. How do these dates/times compare with the book read on Lesson 2 Naming Liberty? During Literacy: Writing, ask students to draft questions they would like to ask the Statue of Liberty if they could. Share these ideas with friends

Gina Hankins 5/2/2013 Art Integration Lesson Plan 4 and write one down on a Post-It Note to enter into classroom Think jar. Use clap to gain attention as we are ready to begin Social Studies class. Ask students to retrieve Writers Notebooks. Lesson Activities & Procedure(s): Introduce other featured artist Norman Rockwell his paintings of American history from 1916-1969; add symbols and embellishments to cornerstone fabric of Peter Max-themed watercolor resist quilt; complete online e-Tour of Statue of Liberty, and perform whole-class Live! interview of Lady Liberty. 1. Introduce featured artist Norman Rockwell using online website biography links available on YouTube. 2. Open class discussion regarding Norman Rockwells Saturday Evening Post depiction of the Statue of Liberty from 7/4/1946 (hangs in the Oval Office) (see reference below). 3. Also discuss Rockwells depiction of the Four Freedoms. What freedoms are represented? How? Would these freedoms be different today? What symbols or pictures would we use to represent them? 4. Discuss the era of history and various events that Rockwells paintings covered. 5. Students complete Peter Max-themed Statue of Liberty watercolor resist quilt blocks by decorating the 4 3 x 12 inch strips with his/her personal symbols of liberty. These strips can be cut into smaller 3 x 3 squares and pieced together to frame the 9 x 9 inch square. Students may wish to use other embellishments such as those used in the exemplar below (buttons, sequins, stickers, yarn, etc.) Glue 9 x 9 inch watercolor and frame with strips/squares to look like a quilt block. Let art/glue dry over night. 6. As students complete artwork, instructor to read aloud from Liberty and/or Statue of Liberty books. 7. Allow small groups time to assemble to put the finishing touches on their research assignments and exemplars. 8. Follow the original itinerary for the tour. Each group will present and classmates are to write 1 to 3 interesting details or positive comments into their WNBs.

Lesson Texts & Materials: Classroom Think Jar Post-It Notes Norman Rockwall biography on YouTube Part I & II https://www.youtube.com/watch?v=tiL24GF3q_s (5:30 minutes) https://www.youtube.com/watch?v=0TO4kOmpyUM (6:17 minutes) Another online website featuring Norman Rockwells Statue of Liberty painting: http://www.al.com/entertainment/index.ssf/2012/09/norman_rockwells_a merica_opens.html Norman Rockwells depiction of the Statue of Liberty; photos of it in the Oval Office; see references below. Norman Rockwells depiction of the Four Freedoms: http://en.wikipedia.org/wiki/Four_Freedoms_%28Norman_Rockwell%2 9 Hole Punch Read-aloud books: Liberty; and Statue of Liberty Students will need WNBs for small group research presentations Based on number of students: Pencils 1 - White piece of heavier gauge paper 15 x 15 inches 1 9 x 9 inch watercolor with Statue of Liberty outline 4 - White strips of heavier gauge paper 3 x 12 inches Watercolors Paintbrushes Cups of water Crayons Glue Scissors

Gina Hankins 5/2/2013 Art Integration Lesson Plan 5 9. Complete the online e-tour of the Statue of Liberty and present class members with souvenirs. 10. Teacher dresses up as the Statue of Liberty and answers questions students have drafted and placed in the classroom Think Jar. 11. Students to develop Liberty-themed Graffiti boards for backdrop on bulletin boards used to display quilt artwork. (See reference below) Lesson adaptations for challenged learners: -Select a Norman Rockwell painting to perform VTS activity. -Principal or special guest speaker dresses up and visits classroom as Statue of Liberty. -Show Norman Rockwells biography or e-Tour during Morning Meeting or End of Day. -Allow students to use other forms of multi-media to complete Statue of Liberty quilt block; for example, use color pencils, crayons, or pastel chalks. -Create a passport and have each research assignment group create a stamp/sticker to give fellow students as they complete each part of their oral presentations. -Allow students to work together in pairs to complete the artwork. -Display two 9 or 12 block quilts on school bulletin boards in the hallway near the cafeteria or high-traffic school entrances or exits. Embellishments: buttons, sequins, glitter, stickers, yarn, construction paper

Formative Assessment strategies: Do students actively participate in question/answer time associated with

Lesson extensions/enrichments for gifted learners: See additional resources and subject areas below. -Read aloud from the childrens picture book entitled Knuffle Bunny by Mo Willems. Share author/illustrators notes about the illustrations. Use the local picture (see reference below) of the Statue of Liberty in Jefferson City, MO, to add cartoon figures and create your own story. -Discuss Lynn Curlee as both writer and illustrator. -Field Trip to the Liberty Memorial in Kansas City, MO. It is a memorial to the solders that died in WWI and houses the National WWI Museum. Study its design by Harold Van Buren Magonigle. At night, the top of the tower emits steam illuminated by bright orange lights; gives the illusion of a burning pyre. Made of granite and contains a panorama of The Great Frieze by Edmond Amateis. See photo references below. -The Statue of Liberty has been used as the source of inspiration for numerous works of art and song. Ask students to research and find some additional examples to add to our in-class discussion. -Read more of the Statue of Liberty and conduct further discussion about the real life black & white photographs included in the book. -Elizabeth Mann has authored several Wonders of the World Books, to include: The Brooklyn Bridge, The Empire State Building, Hoover Dam, Machu Picchu, The Great Wall, The Great Pyramids, The Panama Canal, and the Taj Mahal. Several of these books have won awards. Start a unit study on the Wonders of the World. -Another historic moment of liberty in U.S. history was the photograph of Raising the Flag on Iwo Jima taken on 2/23/1945 by Joe Rosenthal. Study the history of the photo and its symbolism. Summative Assessment strategy: Students explanation of symbol choices used in the framing of the watercolor

Gina Hankins 5/2/2013 Art Integration Lesson Plan 6 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? Statue of Liberty artwork is articulate and justifiable. Students show proper reflection in their WNBs when writing favorite facts about small group oral presentations. Students demonstrate understanding and respect during Live! interview with the Statue. Students small group research projects are well organized, detailed, and neat per predefined rubric criteria. When asked to share artwork with the class, several eager volunteers.

What student prior knowledge will this lesson require/draw upon? Proper use and previous exposure to the classroom Think jar. Prior knowledge of working with and mixing colors, as well as using different media to create pieces of art. Students will respect the classroom rules regarding small group presentations. How will you engage students in imagining, exploring, and/or experimenting in this lesson? Students will be inspired by Norman Rockwells biography and lifes artwork, including reflecting on how his pieces reflect everyday American life. Students will explore his/her personal meaning attributed to liberty, and how that meaning is then attributed to the pieces that will frame their 9 x 9 inch watercolor Statue of Liberty. Students will be creative with their Statue of Liberty artwork 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? Do they feel confident to share ideas amongst their fellow classmates in guided small groups or whole-class discussion? Would they consider showing their Statue of Liberty artwork to the class and discuss the symbolism he/she chose to represent liberty? 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. Give children written feedback regarding their oral presentations. Allow them to conduct peer reviews of other team members participation and work ethic. What opportunities/activities will you provide for students to share their learning in this lesson? Open whole-class discussion about Norman Rockwells Four Freedoms paintings. Students will add personal symbolism for liberty to their artwork. Students to stare oral presentations of research projects outlined in Lesson 1. Students get the opportunity to ask their questions during Live! interview with the Lady Liberty. Lesson Resources/References: See References below.

Gina Hankins 5/2/2013 Art Integration Lesson Plan 7

Gina Hankins 5/2/2013 Art Integration Lesson Plan 8 Exemplar of Graffiti Art for classroom Bulletin Board

Use quotes found at the following website: http://www.cr.nps.gov/history/online_books/hh/11/hh11toc.htm Another good resource website: http://www.pbs.org/kenburns/statueofliberty/educators/

Gina Hankins 5/2/2013 Art Integration Lesson Plan 9 Exemplar of Peter Max-themed Statue of Liberty Watercolor Resist Quilt

Gina Hankins 5/2/2013 Art Integration Lesson Plan 10 Willems, Mo. (2004). Knuffle bunny. New York, NY: Scholastic, Inc.

Gina Hankins 5/2/2013 Art Integration Lesson Plan 11

Gina Hankins 5/2/2013 Art Integration Lesson Plan 12


This painting, minus The Posts text, hangs in the Oval Office and was given to the White House by Steven Spielberg. It graced the cover of The Saturday Evening Post on July 4, 1946, and depicts workers repairing the monument for its 60th anniversary.

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References

Curlee, L. (2000). Liberty. New York, NY: Atheneum Books for Young Readers.

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Mann, E. (2011). Statue of Liberty. New York, NY: Mikaya Press. EXTENSIONS: Field Trip to Liberty Memorial in Kansas City, MO

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Visual Art - Make some fantastic art work by tracing over a coloring book page with glue, covering it with foil and then sponging on and wiping off black shoepolish. Very cool!

Gina Hankins 5/2/2013 Art Integration Lesson Plan 16 Math - Use the Figure This! website: http://www.figurethis.org/index.html

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Science Making a Copper Nail Instructions: You can turn a nail into a copper nail by putting it into a simple solution of lemon juice, salt and pennies. Here's what you'll need: A few pennies Cup lemon juice salt nail What to do: Put some lemon juice and a little salt into a cup. Add a few pennies and let them sit there for a few minutes. While they're sitting, clean a nail with a scouring powder and a sponge. Once clean, drop the nail into the liquid and leave for 15 minutes. Take out your new copper nail! Research and discuss the various materials used to make the Statue of Liberty: Copper, Granite, Steel, Cold Leaf; discussion of how copper patinas. (Also see Popplet)