Extravaganza
My picture is two different lands, the Grand Canyon, and the forest. My creature is a snake, a bat, and an eagle. She lives mostly in the ocean, in a cave, so that she can eat. She has a friend that mostly lives up in the Grand Canyon and the forest.
-Rita, 1st Grade
In this unit, student artists learn about different types of chimeras in cultures ranging from Japanese to Ancient Greek and Roman. They then create their own chimera creature; they create it using printmaking, then draw and paint an appropriate environment for it.
Create-a-Creature--Lower_Lesson_Packet.pdf
Handouts, pencils or pens, timer (optional), copy paper, foam printmaking plates, brayers & printmaking blocks, yellow, blue, red, and white printers ink, construction paper, watercolor (or thick) paper, pencil, eraser, washable tempera paints in red, white, yellow, blue, and black, brushes in a variety of sizes, painting palettes, water cups, paper or cloth towels
Lesson 1: L1.Riddles (1 teacher copy)+ L1.Riddles (answers) (1 teacher copy)
L1.Handout (at least 2 per student)
Lesson 3: 1, 2/3, Myth Development (choose appropriate age)
Lesson 5: Artist Statement Worksheet_L.
© info: Doodles Academy presents both public domain artworks and works that are protected by copyright in their videos and lessons. The latter are used in accordance with fair use principle, as the images are only being used for educational purposes. If you are the copyright holder of the work of art used for Doodles-Academy.org and do not agree that the use of your image is a fair use, please contact us by email.ELA STANDARDS
READING: LITERATURE
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. (lesson 1, learning about myths around the world.)
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (lesson 1, learning about myths around the world.)
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (supporting this in lesson 1, learning about myths around the world.)
RL.1.3 Describe characters, settings, and major events in a story, using key details. (lesson 1, learning about myths around the world.)
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. (supporting this in lesson 3,drawing a background to illustrate the myth of their creature.)
RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (supporting this in lesson 3,drawing a background to illustrate the myth of their creature.)
RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (supporting this in lesson 3,drawing a background to illustrate the myth of their creature.)
WRITING
W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. (lesson 3-5, developing a myth for their creature)
W.3.3d Provide a sense of closure. (lesson 3-5, developing a myth for their creature)
W.3.4 With guidance and support from adults, produce writing in which the development and organization are
appropriate to task and purpose. (lesson 3-5, developing a myth for their creature)
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (lesson 3-5, developing a myth for their creature) "
SPEAKING AND LISTENING
SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion) (lesson 1-4 during discussion of inspiration image & during closing presentations).
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (lesson 1-4 during discussion of inspiration image & during closing presentations).
SL.1.1b Build on others' talk in conversations by responding to the comments of others through multiple exchanges. (lesson 1-4 during discussion of inspiration image & during closing presentations).
SL.2.1b Build on others' talk in conversations by linking their comments to the remarks of others. (lesson 1-4 during discussion of inspiration image & during closing presentations)
SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion) (lesson 1-4 during discussion of inspiration image & during closing presentations).
SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion. (lesson 1-4 during discussion of inspiration image & during closing presentations)
SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion. (lesson 1-4 during discussion of inspiration image & during closing presentations).
SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (lesson 1-4 during discussion of inspiration image & during closing presentations).
SL.3.1d Explain their own ideas and understanding in light of the discussion. (lesson 1-4 during discussion of inspiration image & during closing presentations).
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. ((lesson 1-4 during closing presentations).
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (lesson 1-4 during discussion of inspiration image).
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally (lesson 1-4 during discussion of inspiration image)
SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. (lesson 1-4 during closing presentations).
SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. (lesson 1-4 during closing presentations).
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.(lesson 1-4 during closing presentations).
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (lesson 2-5, creating their own myths and creatures)."
Creating:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
VA:Cr1.1.1a: Engage collaboratively in exploration and imaginative play with materials. (lesson 1-during the group drawing assignment).
VA:Cr1.1.2a: Brainstorm collaboratively multiple approaches to an art or design problem.(lesson 1-during the group drawing assignment).
VA:Cr1.1.3a: Elaborate on an imaginative idea. (lesson 2, when further developing the ideas brainstormed as a class).
VA:Cr1.2.2a: Make art or design with various materials and tools to explore personal interests, questions, and curiosity (lesson 1-5, making their creature and establishing the background using a variety of media)
VA:Cr1.2.3a: Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process. (lesson 4-5, finishing with paint and pulling the various elements together)
Anchor Standard 2: Organize and develop artistic ideas and work.
VA:Cr2.1.1a: Explore uses of materials and tools to create works of art or design. (lesson 1-5, making their creature and establishing the background using a variety of media)
VA:Cr2.1.2a: Experiment with various materials and tools to explore personal interests in a work of art or design. (lesson 1-5, making their creature and establishing the background using a variety of media)
VA:Cr2.1.3a: Create personally satisfying artwork using a variety of artistic processes and materials. (lesson 1-5, making their creature and establishing the background using a variety of media)
VA:Cr2.1.3a: Create personally satisfying artwork using a variety of artistic processes and materials. (lesson 1-5, making their creature and establishing the background using a variety of media)
Anchor Standard 3: Refine and complete artistic work.
VA:Cr3.1.2a: Discuss and reflect with peers about choices made in creating artwork (lesson 1-5, during presentations)
VA:Cr3.1.3a: Elaborate visual information by adding details in an artwork to enhance emerging meaning. (lesson 3, 5, creating a story for their creatures & adding details as a second layer to their painting)
Responding:
Anchor Standard 7: Perceive and analyze artistic work
VA:Re.7.2.3a: Determine messages communicated by an image. (lesson 1-5, during discussion of the inspiration image)"
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
VA:Cn11.1.1a : Understand that people from different places and times have made art for a variety of reasons. (lesson 1, learning about different cultures and their chimeras)
VA:Cn11.1.2a: Compare and contrast cultural uses of artwork from different times and places. (lesson 1, learning about different cultures and their chimeras)
VA:Cn11.1.3a : Recognize that responses to art change depending on knowledge of the time and place in which it was made (lesson 1, learning about different cultures and their chimeras)
line, color, texture, space/perspective
pattern, proportion/scale, unity
Language Arts (mythology), Science (cultures creating myths to explain natural phenomena), Dramatics (mythology)
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