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2D and 3D Arts Integration

• AI Symposium Lesson Plans • Art • Grade 3-5 • Social Studies

Content Focus: Visual arts

Language Focus: Speaking and Listening

Vocabulary Focus: Native Americans Dwellings, Two-dimensional representation, Three-dimensional figures

Standards:

• SS.HIS3.3: Connect past events, people, and ideas to the present, use different perspectives to draw conclusions, and suggest current implications.
• SS.GEO5.3: Evaluate the relationship between humans and the environment.
• AD.R.3.1.i: Describe: Describe details, subject matter, and the context of an artwork

 

Arts Integration: Students create 2D and 3D art representations to express their understanding of Native American dwellings.

Lesson Objectives: Students will be able to describe the different types of Native American dwellings, specifically igloos, and explain how resources from the environment were used to build them.

Activities:

• Guided Practice: Show examples of materials from the environment and ask students how they could be used to build a dwelling. Scaffold questioning from identifying resources to explaining how they could be utilized in construction.
• Independent Practice: Students will create an artwork of a Native American igloo dwelling, showcasing the resources used in its construction. Provide students with a variety of art materials to represent 2D and 3D art representations for igloo dwellings.

 

Engagement/Introduction: Show images of different Native American dwellings and ask students what they notice about them. Discuss the importance of homes and how they are built using materials from the environment. Then introduce Native American dwellings, focusing on igloos and their construction. Have students discuss how igloos were built using snow and ice, and how this relates to using resources from the environment.

Assessment Procedure: Have students share their artworks and discuss key points about Native American dwellings and their relationship to the environment. Have students discuss their interruptions of two and three dimensional representations and how they differ and their advantages and disadvantages as an art medium.

Materials: Black construction paper, Chalk sticks (various colors), Pieces of paper to rip to create an edge, sponge (for sponge painting), white paint

Contact: Bonnie Smith, Ashley Molder

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2D Attributes and Nets

• Art • Math • Middle School

Students will learn about what a net is in mathematics. They will then explore how to represent a 3D figure as a net and how to categorize 2D shapes by creating their own net for a polyhedron. They will then make their own replicas of a HYBYCOZO sculpture and go on a field trip to their exhibit at the Paine Art Center and Gardens.

Supporting Documents: 2D Attributes and Nets Lesson Plan

Contact: Nick Kelley

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7 Wonders Shadowboxes

• Art • Bridge Day Lesson Plans • Grade 3-5 • Grade K-2 • High School • Literacy • Middle School • Social Studies • Uncategorized

The presentation discusses an interesting way to use art as a presentation tool in a literary environment. This will be presented through an example project where students used art techniques to help aid in a persuasive argument about geographical locations that should be considered as one of the seven wonders of the world.

Supporting Documents: Shadowboxes, Wonders-Shadowbox, Shadowboxes handout

Contacts: Annette Koepke Julia Theiss

 

 

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Abstract Multi-Media and Music

• AI Symposium Lesson Plans • Art • Grade 3-5 • Grade K-2 • High School • Middle School • Music

Focusing on music and emotion you can create unique abstract art. This is a lesson that can be used and adapted to any age group to help students analyze emotion and abstract thinking. Listen to music, grab art supplies and let the music guide your work!

Supporting Documents: Online or Face to Face Art Lesson Plan Template

Contact: Jessica Bock

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Access Students with Watercolor

• AI Symposium Lesson Plans • Art • Grade 3-5 • High School • Middle School

Content Focus: Visual arts

Language Focus: writing, listening

Vocabulary Focus: watercolor terminology, content area vocab

Standards:

• A.A.Cr.7.m: Investigate and expand knowledge of studio skills, techniques, materials, tools, and elements and principles of art and design.
• Add additional standards for your subject/content being assessed.
• National Standards:
  • Visual Arts Standard: Students create and present works of art that demonstrate understanding of the elements of art and principles of design.
  • Language Arts Standard: Students write to communicate ideas effectively, using appropriate conventions and organization.

 

Arts Integration:

• Watercolor Techniques: Understanding various techniques such as Wet on Wet, Wet on Dry, Dry Brush, Gradients, and Resist Art.
• Assessment Reflection: Writing reflections about what they learned in each segment of their poster.
• Creativity in Expression: Encouraging personal expression through the choice of techniques and design in their poster.
• Artistic Process: Recognizing the importance of practice and experimentation with watercolor.

 

Lesson Objectives: Students will be able to assess their learning by creating a watercolor poster that demonstrates their understanding of the topic covered in class.

Activities:

• Demonstrate each watercolor technique using visuals and live demonstrations. Students will practice each technique on paper after each demonstration you model.
• Students will create their watercolor poster using different techniques they learned.
• Set expectations: Maintain a clean workspace, respect materials, and focus on their creative process.
• Provide a rubric outlining the assessment criteria for the poster.
• Have students share their posters in small groups, discussing the techniques used and what they learned.
  Ask each group to highlight a unique aspect of their posters.
• Students will write a reflection on how they felt about the process of using watercolor to express their learning and what they might do differently next time.

 

Engagement/Introduction:

• Begin with a brief discussion about the role of art in expressing understanding. Ask students:
  • “How can art help us show what we’ve learned in class?”
• Introduce the project and display examples of watercolor techniques.
• Address the common misconception:
  • “Watercolors are only for painting pictures,” by explaining how they can also be used to express ideas and concepts.
• Students will practice each technique on paper after each demonstration you model.
• Monitor their progress by circulating and providing feedback.
• Use scaffolding questions such as:
  • “What happens when you apply paint to wet paper?”
  • “How can you create a gradient effect?”
  • “What texture do you notice when using salt?”

 

Assessment Procedure: Students will complete a watercolor poster that includes written reflections in each section, showcasing their understanding of the topic and the watercolor techniques they practiced.

Materials: Watercolor Paints, Watercolor Brushes, Watercolor paper, Waterproof Markers (Sharpies work), Salt, White Crayons, Rubbing alcohol in a small spray bottle, Plastic Bags or Plastic Wrap and Bubble Wrap (cut into smaller pieces), Sponges, Spray Bottle of Clean Water (to prep watercolor palettes), Clean Water (having two would be even better), Paper Towels

Modifications: For older grades you could make it more difficult by having two cards of each emotion and give one to each student. They would look at the card and put it down at their desk. They would then move around the room demonstrating what emotion they received and have to find their match (the student who had the other card of the one they had).

Supporting Documents: Lesson Plan, Folder

Contact: Kari White (whitekari@aasd.k12.wi.us)

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Africa Comes to Life

• Middle School • Social Studies

The Chilton Middle School sixth graders have been tasked with teaching their peers about Africa’s many countries and cultures. The four social studies blocks have been assigned a different area of Africa’s huge continent. It is their job to teach about the Land, Climate, Economy, and People. This is the research part of the project. Social studies is not just about researching information. The students are being assessed on their cooperative learning as well. They need to create their own project, jobs, and visuals for the final project, which will be shared on stage at the Engler Center. The students have chosen to create a newscast, a wax museum, a blend of both, and a play/power point. In addition to the hard work in social studies, the students are also learning to African drum in music, create African Cloths in Art, and identify African rhythms in band. They have also read A Long Walk to Water by Linda Sue Park and watched Disney’s feature film Queen of Katwe. A guest speaker who has traveled to Africa will also be presenting their experiences as well. This is an exciting arts-infused unit.

Supporting Documents: Africa Unit Project , Africa Unit Project Formal Rubric

Contact: Amy Hanson

 

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An Arts Integration Teacher’s Best Friends

• Art • Bridge Day Lesson Plans • Grade 3-5 • High School • Literacy • Math • Middle School • Science • Social Studies

Integrating art into your content area can sometimes seem overwhelming. This activity gives a few hints (Teacher’s Best Friends) that make the task more manageable. Learn some fun breathing exercises, games, and permission to give grace, help make student engagement achievable. The techniques are true for all teachers, the games are geared to 3rd grade and up.

Supporting Documents: An-AI-Teachers-Best-Friends

Contact: Leigh Marmes

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And. . . Action! Theater Games

• AI Symposium Lesson Plans • Drama • Grade 3-5 • Grade K-2 • High School • Literacy • Math • Middle School • Science • Social Studies

Theater games to connect with multiple subject areas and scale for all grade levels. Get your students moving, discussing, creating, and thinking deeply!

Supporting Documents: Theater Games

Contact: Sarah Phelps

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Anxiety Monsters: Draw Your Anxiety Away

• AI Symposium Lesson Plans • Art • High School • Literacy

Content Focus: Public Speaking in Communications Class (UW-Oshkosh CAPP Speech)

Language Focus: Speaking

Vocabulary Focus: Anxiety, Pinching, Coiling, Slab Building, Sculpting

Standards:

• UWS12A34: Develop and deliver presentations to convey information and ideas in a logical fashion.
• UWS12A39: Use feedback and self-evaluation to improve oral communication.
• UWS12A53: Know sources of interference & how those interferences affect communication.

 

Arts Integration: We learn the vocabulary and techniques of clay and ceramics

Lesson Objectives:

• Learn about speaking anxiety
• Create an anxiety monster drawing that metaphorically represents the biggest obstacle you have with public speaking and includes ways to combat it.
• Learn clay techniques and create the anxiety monster with clay, using the drawing as a guide.
• Present anxiety Monsters to class.

 

Activities: I use this project at the beginning of my speech class to try to help students’ work on their speaking anxiety.

• Day One: I start with the speaking anxiety handout and go over the causes, impacts, and some solutions. Go over the anxiety monster slideshow (also linked in Canva presentation). Draw anxiety monster, name it, write what it does and how to combat it.
• Day Two: Go over the clay techniques slideshow (also linked in Canva presentation). Create the monster out of clay, based off the drawn picture.
• Day Three: Students paint their clay creations. Students share their creations with a small group.
• Day Four: Students present their pictures and clay creations with the class. Students discuss what their monster does and how they will defeat it throughout the semester.
• Follow-Up at End of Semester: Students write a reflection about how they defeated their monsters throughout the semester. Students “destroy” their monsters (to show they metaphorically destroyed their anxiety).

 

Engagement/Introduction: Start with explaining what speaker anxiety is, then go over anxiety monsters.

Assessment Procedure: It’s their first speaking assignment, so it’s really just a plus/Delta feedback sheet, telling them things they can improve on and things they did well. It’s more of a “baseline” than anything.

Materials: acrylic paint, brushes, Model Magic Clay

Supporting Documents: Lesson Plan, Presentation

Contact: Sara Klein

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Art and the Cosmic Connection

• AI Symposium Lesson Plans • Art • Grade 3-5 • High School • Middle School • Science

Students will learn that both artists and scientists are keen observers of the natural world and engage in creative problem solving. The elements of art – shape, line, color, value, texture – offer an amazing way to make sense of planetary geology and atmospheres. Students will choose a NASA image of a planetary body to inspire their own cosmic creation, practice four oil pastel techniques (scrumpling, feathering, stippling, and sgraffito), create a planetary surface using at least three of the elements of art, and write a paragraph explaining how each element of art in their drawing would be interpreted by a scientist completing geologic analysis.

Supporting Documents: Lesson Plan

Contact: Krista Frenz, Casey Abrahamson, and Mikayla Ross