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In this unit, student artists create a magical setting that could host fairy tales. They begin by playing a game that helps them to identify magical elements and settings. They then move on to learning about and painting sections of a magical land that are eventually collaged together to form the foreground, midground, and background of their enchanted land. Finally, they use painting and collage to add magical elements to their piece.
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Paper, makers, dice, 9x12” black construction paper (3 per student), tempera paint in a variety of colors, brushes, rags or paper towels, scissors, oil or chalk pastels (Note: anything that is visible on the black paper would work), glue, magazines.
-A selection of Fairy Tales, such as ‘Sleeping Beauty’, ‘Rumpelstiltskin’, ‘Jack and the Beanstalk’, ‘Rapunzel’, ‘The Frog Prince’, & ‘Hansel and Gretel’ (book form, or downloaded and printed off of UnboundEd: http://bit.ly/2qyH7sR
photocopy 1
© 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.1.1 Ask and answer questions about key details in a text. (Supporting this in Lesson 1, creating a gameboard with common settings and magical elements)
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. (Supporting this in Lesson 1, creating a gameboard with common settings and magical elements)
RL.1.3 Describe characters, settings, and major events in a story, using key details.. (Supporting this in Lesson 1, creating a gameboard with common settings and magical elements)
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or
events. (Supporting this in Lesson 1, creating a gameboard with common settings and magical elements)
WRITING
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (Lesson 5: writing an artist’s statement)
W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. (Lesson 5: writing a fairy tale (If using the UnBound Ed Lesson Extension))
SPEAKING & LISTENING
SL.1.1a Follow agreed-upon rules for discussions. (Lessons 1, 2 and 4: discussing the inspiration image, Lessons 1-5: student artwork presentations)
SL.2.1a Follow agreed-upon rules for discussions (Lessons 1, 2 and 4: discussing the inspiration image, Lessons 1-5: student artwork presentations)
SL.1.1b Build on others' talk in conversations by responding to the comments of others through multiple exchanges. (Lessons 1, 2 and 4: discussing the inspiration image, Lessons 1-5: student artwork presentations) SL.2.1b Build on others' talk in conversations by linking their comments to the remarks of others. (Lessons 1-4: discussing the inspiration image, Lessons 1-5: student artwork presentations)
SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion. (Lessons 1-5: student artwork presentations)
SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion. (Lessons 1-5: student artwork presentations)
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (Lessons 1-4: discussing the inspiration image, Lessons 1-5: student artwork presentations)
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (Lessons 1-4: discussing the inspiration image, Lessons 1-5: student artwork presentations)
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. (Lessons 1-5: student artwork 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. (Lessons 1-5: student artwork presentations)
SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (Lessons 1-5: student artwork presentations)
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (Lessons 1-5: student artwork presentations)
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (Lessons 1-5: student artwork presentations)
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, brainstorming the drawing game)
VA:Cr1.1.2a: Brainstorm collaboratively multiple approaches to an art or design problem.(lesson 1, playing the drawing game)
Anchor Standard 3: Refine and complete artistic work.
VA:Cr3.1.1a: Use art vocabulary to describe choices while creating art.
VA:Cr3.1.2a: Discuss and reflect with peers about choices made in creating artwork (lesson 1-5, artist presentations)
shape/form, texture, space/perspective
proportion/scale
SOCIAL STUDIES CONTENT
Core Content are common topics used all across America to address Social Studies and Science standards. This project supports the following core content in social studies:
Historical Inquiry (History of Fairy Tales, in particular the Grimm Brothers in Germany)
Maps/Globes/Directions/Places/Regions
Ethnic groups
• Literature
• Community and family celebrations and customs (History of Fairy Tales, in particular the Grimm Brothers in Germany, and how they were called household tales)
Language Arts (connect to UnBound Ed Fairy Tale Unit Directly, or any unit on Fairy Tales), Dramatics (performing stories or fairy tales), Social Studies (history of Fairy Tales or stories passed down)
Core Knowledge (http://www.coreknowledge.org/ ) is an open-source ELA curriculum. This art project supports the ideas and learning in the following Core Knowledge Domains:
GRADE 1:
Domain 1: Fables and Stories
This domain will introduce students to fables and stories that have delighted generations of people. By listening to these classics,students will increase their vocabulary and reading comprehension skills, learn valuable lessons about ethics and behavior, become familiar with the key elements and parts of a story, and acquire cultural literacy.
Domain 3: Different Lands, Similar Stories
This domain will introduce students to three themes in folktales that have been told to children for generations, using variations from different lands or countries. By listening to these stories, students will increase their vocabulary and reading comprehension skills, be exposed to different places and cultures from around the world, and learn valuable universal lessons.
GRADE 2:
Domain 1: Fairy Tales and Tall Tales
This domain will introduce students to classic fairy tales and tall tales and the well-known lessons they teach. This domain will also lay the foundation for understanding stories in future grades. The first half of the Fairy Tales and Tall Tales domain focuses on fairy tales and the second half of the domain focuses on tall tales and the elements of that genre
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