Lower Academy / Upper Academy

Enchanted Lands

Overview Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

STUDENT EXAMPLE

-Zeqe, Portland,OR

Project Overview ☆

synopsis

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.

Setup At A Glance

Lesson Plan

N/A

materials

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.

*suggestion: have bins for each table or section that contain the materials and simply add the new materials needed for each lesson. Assign a student artist the job of passing materials out after the ‘CFU’ part of the lesson. Baby wipes are handy to clean hands. White glue is best, and if you can, allow kids to brush it on as that will allow it to lie the flattest.

books/media

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

photocopies

photocopy 1

Lesson 1: ‘Roll-a-Fairy Tale’ Sheet, 1 per group:

photocopy 2

Lesson 2: Elements of a Landscape, 1 per student:

© 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.

Standards

common core
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ELA STANDARDS

READING: LITERATURE

RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (Supporting this in Lesson 1, creating a gameboard with common settings and magical elements)
RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (Supporting this in Lesson 1, creating a gameboard with common settings and magical elements)

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, creating a gameboard with common settings and magical elements)

RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (Supporting this in Lesson 1, creating a gameboard with common settings and magical elements)
RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). (Supporting this in Lesson 1, creating a gameboard with common settings and magical elements)
RL.5.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). (Supporting this in Lesson 1, creating a gameboard with common settings and magical elements)

RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. (Supporting this in Lesson 1, creating a gameboard with common settings and magical elements)

RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. (Supporting this in Lesson 1, creating a gameboard with common settings and magical elements)

SPEAKING & LISTENING
SL.3.1b Follow agreed-upon rules for discussions (Lessons 1-4: discussing the inspiration image, Lessons 1-5: student artwork presentations)

SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles. (Lessons 1-4: discussing the inspiration image, Lessons 1-5: student artwork presentations)

SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles. (Lessons 1-4: discussing the inspiration image, Lessons 1-5: student artwork presentations)

SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (Lessons 1-5: student artwork presentations)

SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. (Lessons 1-5: student artwork presentations)

SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. (Lessons 1-5: student artwork presentations)

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 (Lessons 1, 2 and 4: discussing the inspiration image, Lessons 1-5: student artwork presentations)

SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (Lessons 1-5: student artwork presentations) SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (Lessons 1-5: student artwork presentations)

SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (Lessons 1-5: student artwork presentations)

SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (Lessons 1-5: student artwork presentations)

SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (Lessons 1-5: student artwork presentations)

WRITING

W.4.1d Provide a concluding statement or section related to the opinion presented. (Lessons 1-5: writing an artist statement)

W.5.1d Provide a concluding statement or section related to the opinion presented. (Lessons 1-5: writing an artist statement)

W.3.2d Provide a concluding statement or section. (Lessons 1-5: writing an artist statement)

W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (Lesson 5: writing a fairy tale (If using the UnBound Ed Lesson Extension))
W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (Lesson 5: writing a fairy tale (If using the UnBound Ed Lesson Extension))
W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (Lesson 5: writing a fairy tale (If using the UnBound Ed Lesson Extension))

national core visual arts standards
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foundations
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integrations
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