Unit of Study: Art and Culture
Lesson Title: Cultural Identity
Subject Area(s): Foundations of Art
Grade Level: 9-12
Author: Candice Behrens
County: Montgomery County
Length of Time: 1 hour
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Abstract:
Art plays an important role in today’s society by making connections to the past and to other cultures. In this lesson, students will learn about pre-Columbian cultures by comparing symbols, patterns and colors found in ancient textiles to those symbols and patterns students see in their daily lives. They will use these symbols and patterns to create a design that visually represents their own culture and life style. Students will ultimately develop their own unique artistic thoughts by creating an original patterned design that conveys personal meaning through the investigation of ancient artwork. Ultimately, the students will participate in a mini critique and written evaluation/reflection which will enable them to use the language of art to review each other’s design that communicates personal identity through the use of pattern.
Background:
Students recently completed a unit on the principles and elements of design by creating a collage that visual portrays examples of one element and one principle of design. They will use this knowledge of the principles and elements to create a design focusing on pattern and personal identity. We will begin this lesson reviewing pattern and how it is represented in different cultures through artistic expression.
Materials:
Pencils
Erasers
Sketchbook/Journal
9x11 inch plain white paper
Appropriate magazines
A Circle of a Students Name Worksheet
Worksheets of different cultural patterned images for warm-up activity
Found objects
Markers
Pens/Colored Pencils
Resources:
http://www.textilearts.com/precolumbian/
http://www.peru-explorer.com/preco.htm
The Foundations of Art Curriculum Guide, Office of Curriculum and Instruction Programs, MCPS
Standards/Learner Outcomes:
Fine Arts Standards
Content Standard 1: The student will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.
Content Standard 2: The student will demonstrate an understanding of visual art as a basic aspect of history and human experience.
Social Studies Content Standards
Content Standard 2: Students will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States and the World through both a multicultural and historic perspective.
Objectives/Skills:
Fine Arts Objective 1: The student will create a colorful and original patterned design on 9x11 inch sketch paper that expresses their own cultural heritage/identity by using symbolic references found in their daily lives and investigating examples of pre-Columbian textiles.
Fine Arts Objective 2: The student will demonstrate an understanding of art elements and design concepts in artwork that reflect on the use of these elements and principles in a final written reflection.
Social Studies Content Objectives: The student will analyze the culture and society of pre-Columbian civilizations and compare these societies and cultures to those found in the United States today by analyzing symbols, patterns and colors found in pre-Columbian textiles to those symbols and patterns they see in their daily lives.
Keywords/Vocabulary:
pattern, repetition, rhythm
ethnicity, culture, religion, society
textile
pre-Columbian, Aztec, Inca, Chimu, Mayan
Motivation:
Distribute worksheets with pictures of different cultural patterns, 1 WKSHT per table, have students work in groups. Each student must answer at least one question on the worksheet for credit.
Discuss as a class what the students see in each of their pictures following the provided PowerPoint.
What do you see? What is the image of? What is represented? Who do you think made this?
Show all the images together on a slide and ask students to identify any similarities using the principles of design as a hint.
(Answer: All are patterned designs)
Finally, review the term pattern and have students identity the different patterns they see on each of their worksheets.
Example worksheet attached as a separate document.
Scope and Sequence:
Teacher Directed:
Project 5 larger images of pre-Columbian textiles from different cultures and discuss what kinds of patterns the students see in the larger images. Examples below. Compare each textile by examining their differences and similarities, focusing on the symbols, colors, and patterns found in each image. Ask students:
Why do you think the colors, animals, patterns, subject matter, etc. are different or the same in each image?
(Answer: The culture and people are different. The artists are not the same.)
Review the meaning of word culture and introduce pre-Columbian cultures as an example and how their ancient societies and cultures are reflected in each of the 5 images projected. Ask students…
What do you think was important to these cultures based on what you see?
What kind of people do you think they were?
Where do you think they lived?
What religion do you think they practice? Do they have a God(s)?
Guided Practice:
Begin formative activity: The Circles of a Students Name. WKSHT attached
Have each student answer provided questions about themselves to reveal their own identity and culture.
Where were you born? Where are you from? Where is your family from?
How old are you?
What is your gender?
What are your hobbies?
Do you play any sports?
Next, have the students walk around the room to find at least 3 other people who have similar answers to each question. Discuss whether or not students share similar and or different cultures.
Independent Practice: Begin summative activity: Self Identity Patterned Design
Review the mastery objective on the board:
Fine Arts Objective 1: The student will create a colorful and original patterned design on 9x11 inch sketch paper that expresses their own cultural heritage/identity by using symbolic references found in their daily lives.
Instruct students to begin creating patterned designs that include symbolic references of something found in their daily lives. Using the Circles of Student’s Name worksheet, have them begin making thumbnail sketches of at least 3-4 quick designs including such common objects. For example, if they wrote down soccer as one of their hobbies, perhaps they can incorporate a soccer ball and or the pattern found on a soccer ball into their design. Provide magazines and access to the internet if necessary. Suggest that students consider patterns they already see in their daily lives, such as the design found on the bottom of their shoe, on a tire to a racecar, in a fashion magazine, on their couch at home or comforter. Have them consider which colors they want to use and what colors they find in their own bedroom or on their nation’s flag.
Continue providing examples and require the students to complete 3-4 different thumbnail sketches of patterned designs. Review student and teacher visual examples with the class.
After each student completes 3-4 thumbnail sketches in their sketchbooks, have them review their designs with the teacher privately for suggestions before they pick the best design to start on the larger drawing.
Once their sketch has been approved by the teacher, they may begin a larger drawing on 9-11 inch sketch paper and use the remainder of the class to finalize their design.
Closing Activity:
Once students have finished creating their larger 9x11 inch designs conduct a mini classroom critique with the class and post all student work up in the front of the room. Analyze and interpret the meaning created and knowledge and application of art elements and design principles used to solve the visual problem.
Introduce critique components to the class using following process:
What do you see? (Description)
How is the work organized? (Analysis)
What is the artist saying? (Interpretation)
Is this a successful work of art? (Judgment)
Students will then be expected to write in their journals a brief reflection or written evaluation using the following questions to guide their response:
Describe the characteristics of your identity that you chose to visually communicate in this design?
Explain how you used (or didn’t use) one or more principles of art and design to visually represent your identity.
How does your patterned design relate to pre-Columbian textiles? How are they similar and how are they different?
Assessment:
Formative Activity: Completion of worksheet: The Circles of a Students Name
Formative Activity: Completion of 3-4 thumbnail sketches that successfully solve the visual problem assigned.
Summative Activity: Successful completion of 9x11 inch patterned design and mastery objective.
Written reflection: Final evaluation includes responses to all posed questions, using unit vocabulary.