Crossing Borders/Breaking Boundaries
Pre- and Post-Encounter Arts of the Early Americas
June 22 – 29, 2009
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Unit of Study:            Pre-and Post Encounter Art of the Early Americans

Lesson Title:               Imaginary Trip to Visit the Peoples of the Early Americas 

Subject Area(s):         Reading/Language Arts, Social Studies, Music, Art (Patterns), Math (patterns), Science, Physical Education

Grade Level:              Kindergarten

Author:                      Cynthia J. Bentley     

County:                      Prince George’s County

Length of Time:        2 days

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Abstract:

In a multicultural Kindergarten class creating a sense of family is imperative for the general function of our classroom.  We will take an imaginary trip to the early Americas making things and journaling our experiences.  We will create a museum of artifacts to show other people the things we made and discovered during our trip. I intend to complete this unit in 2 to 3 days as a multi-discipline lesson done all day for 2 to 3 days.  So it is important to include standards for all of the subjects during that day. I have three books as partial read-alouds in mind to use as a starting point for this project. 

The Aztec by Andrew Santella (the true book series)
Welcome to Mexico by Berendes (the world series)
Who was first (Discovering Americas)

We would begin by listening to background information.  Reading all or parts of the books listed above. 
During the 2 to 3 days we will create an Aztec tunic.  Create and decorate a Mask.  Write a journal in pictures and in words.  Make up our own instruments using classroom objects.  Make pots and carve in them with toothpicks. 
Students will assess themselves using our own student created rubric.
Send invitations to invite the principal down to walk through our class museum.          

Background:

I would show a film from United Streaming about Mexico and the Americas.
Possibly invite a parent in to tell about or demonstrate something about their customs, music or food.

Materials:

Fabric
Paint
Paper
Sponges
Paper Shapes
Magazines
Scissors
Play dough (homemade)
Books
Paint
Pencils
Visualize
Projector
Cameras

Resources:

The Aztec by Andrew Santella (the true book series)
Welcome to Mexico by Berendes (the world series)
Who was first (Discovering Americas)
United Streaming
Parents or guest speakers
All materials from Crossing Borders

Standards/Learner Outcomes:

Fine Arts Standards:

2.0  Historical, Cultural, and Social Context:  Students will demonstrate an understanding of visual arts as an essential aspect of history and human experience.

3.0  Creative Expression and Production:  Students will demonstrate the ability to organize knowledge and ideas for expression in the production of art.
1.  Create images and forms from observation, memory, imagination, and feelings

Content Standards:

4.  Writing:  Students will use the writing process to compose effective expressive, informational, and persuasive writing at a grade-appropriate level that demonstrates awareness of audience, purpose, and form.
1.   General Reading Processes:
D.    Vocabulary:  Students will use a variety of strategies and opportunities to understand word meaning and to increase vocabulary.
E.   Comprehension:  Students will use a variety of strategies to understand what they read (construct meaning).
6.  Listening:  Students will demonstrate effective listening to learn, process, and analyze the meaning of information.
7.  Speaking:  Students will communicate effectively in a variety of situations with different audiences, purposes, and formats.
Poems need to be written out on chart paper so that students are able to clearly see them and teachers can model the emergent behaviors. 

Objectives/Skills:

Fine Arts Objectives:

Students will demonstrate an understanding of visual arts as an essential aspect of history and human experience in order to create a project expressing their personal feelings about the early America’s

Content Objectives:

Students will use the writing process to compose effective expressive, informational, and persuasive writing in order to keep track of our imaginary trip to visit the peoples of early America’s

Keywords/Vocabulary:

Aztec
Map
City
Empire
Picture Writing
Symbols
Desert
Volcano
Pyramids
Adobe
Piñatas
Tortillas
Journals
Tunic
Clothes
Animals

Motivation:

Sharing Questions:

1.      How many of you went on vacation?
2.      Did you travel or go somewhere with your parents?
3.      What did you do there?
4.      Did you take pictures? Did you buy anything there?
           
Scope and Sequence:

Teacher Directed:
                                   
United Streaming video
Guest speakers
Read Aloud books
Pictures of things from early America’s                                    

Guided Practice:

Demonstration of using art materials
Teacher questions about ideas                                    

Independent Practice:

Centers for student participation:
Stamp center
Journal centers
Tasting center
Drama center
Building center

Assessment:

Self assessment using kindergarten rubric
Teacher check lists

Closure/Reflection:
Kindergarten Museum

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Sponsored by the the Maryland Humanities Council
and the Center for Renaissance & Baroque Studies