Fun Days
This is about the trip I took with my dad. I did the candy, and all the candy wrappers, to show that I had lots of fun and I got spoiled on my trip. I showed the cat by the couch, and I showed claw marks, because my dad gets scared when he sees her doing that, and I wanted to show that we did a few scary things when we were on our trip. I also showed that we went to the lake by the campsite, and that we saw a bunny, and I chose the plants to show that we were outside a lot.
-Emerson, 3rd Grade
Students learn how objects can represent an idea (or serve as symbols), and they focus on the Renaissance as a period in which artists often used symbols to tell a story or convey a message. During discussion, students learn how objects can serve as symbols, conveying specific meanings that an artist wants to share. While making art, they use symbols to create an artwork with personally significant meaning. Students finish with colored pencils.
Paper, pencils, erasers, pens, scissors, colored pencils and other coloring supplies of choice Lesson 2: (optional) tablets or computers
Lesson 1: Trading card sheet with instructions (one trading card sheet per student, evenly divided by groups. optional, have them share instructions)
L1.U.Group_1_Trading_Cards___Instructions.pdf
L1.U.Group_2_Trading_Cards___Instructions.pdf
L1.U.Group_3_Trading_Cards___Instructions.pdf
Lesson 2: The Drawing ABCs (reference handout)
© 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
SPEAKING AND LISTENING
SL.3.1b Follow agreed-upon rules for discussions (Lessons 1, 2 and 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, 2 and 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, 2 and 4: discussing the inspiration image, Lessons 1-5: student artwork presentations)
SL.3.1c Ask questions for clarification of presented information, stay on topic, and link their own comments to those of others. (Lessons 1-5: student artwork presentations)
SL.4.1c Pose and respond to specific questions for clarification or to follow up on information. Contribute to the discussion and link their own comments to those of others. (Lessons 1-5: student artwork presentations)
SL.5.1c Pose and respond to specific questions by making topic-appropriate comments and by elaborating on the remarks of others. (Lessons 1-5: student artwork presentations)
SL.3.2 Determine the main ideas and supporting details of a text that is read aloud or of information presented in diverse media and formats, including visual, quantitative, and oral. (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, while speaking clearly, and at a comprehensible 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 that support main ideas or themes, while speaking clearly, and at a comprehensible pace. (Lessons 1-5: student artwork presentations)
SL.4.5 Add appropriate audio recordings and visual displays to presentations to enhance the development of main ideas or themes. (Lessons 1-5: student artwork presentations)
SL.5.5 Include appropriate multimedia components (e.g., graphics, sound and visual displays) in presentations 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 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) "
Creating:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
VA:Cr1.1.3a: Elaborate on an imaginative idea. (Lesson 2-5, students brainstorm personally significant symbols then incorporate them into final drawings)
VA:Cr1.1.4a: Brainstorm multiple approaches to a creative art or design problem. (Lesson 2, students brainstorm personally significant symbols)
VA:Cr1.1.5a: Combine ideas to generate an innovative idea for art-making (Lesson 2-5, students brainstorm personally significant symbols, then incorporate them into final drawings)
Anchor Standard 2: Organize and develop artistic ideas and work.
VA:Cr2.3.5a : Identify, describe, and visually document places and/or objects of personal significance. (Lesson 2-5, students brainstorm personally significant symbols, then incorporate them into final drawings)
Anchor Standard 3: Refine and complete artistic work.
VA:Cr3.1.3a: Add details to an artwork to enhance emerging meaning. (Lesson 3-5, incorporate symbols into a final drawing)
VA:Cr3.1.5a: Create artist statements through using art vocabulary that describes personal choices in art-making. (Lesson 5, crafting an artist statement)
Responding: Anchor Standard 7: Perceive and analyze artistic work
VA:Re.7.1.5a: Compare one's own interpretation of a work of art with the interpretations of others. (Lessons 1-4, during discussion of the inspiration image)
VA:Re.7.2.3a: Determine messages communicated by an image. Lessons 1-4, during discussion of the inspiration image)
VA:Re.7.2.4a: Analyze components in visual imagery that convey messages. (Lessons 1-4, during discussion of the inspiration image, specifically as they learn about symbolic objects)
VA:Re.7.2.5a: Identify and analyze cultural associations suggested by visual imagery. (Lessons 1-4, during discussion of the inspiration image, specifically as they learn about symbolic objects)
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
VA:Cn11.1.3a :Recognize that responses to art vary, depending on knowledge of the time and place in which it was made (Lessons 1-4, during discussion of the inspiration image, specifically as they learn about symbolic objects)
VA:Cn11.1.4a: Through observation, infer information about time, place, and culture in which a work of art was created. (Lessons 1-4, during discussion of the inspiration image)"
Line, shape/form, color, texture
Language Arts (potential to link to plays or studies on other Renaissance subject matter), Science (could look at the properties of the pigments that the Renaissance artists used), Music (could connect to Renaissance music) Geography (could look at European culture and how it was influenced by location)
"Grade 3: Module 2B Connecting Literary and Informational Texts to Study Culture “Then and Now” This module is designed to help students use reading, writing, listening, speaking, and collaborative skills to build and share deep knowledge about a topic. Students begin with a class study on Japanese culture, in which they read Magic Tree House: Dragon of the Red Dawn, a book set in ancient Japan, and Exploring Countries: Japan, an informational text about modern Japan. Students form book clubs, reading a Magic Tree House book set in a country of their choice, as well as an informational book on the same to build expertise on a different country. They demonstrate their expertise by writing a research-based letter to Magic Tree House author Mary Pope Osborne. The letter informs her of customs and traditions that have endured in a culture from the past to modern time. " "Grade 4: Module 1a Oral Tradition, Symbolism, and Building Community Module 1 focuses on building community by making connections between visual imagery, oral accounts, poetry and written texts of various cultures with a focus on the Haudenosaunee (Iroquois) culture. Students determine a central idea and demonstrate how gathering information from a variety of sources can help us understand a central idea more fully. Module 1 also reinforces reading fluency, close text analysis, explanatory paragraph writing, and presenting to peers. "
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