ModernDayCavePainting

SchoolColliervilleElementary
Dates:Sept6-13
Unit:CreatingyourownmodernDayCavePainting

Grade:3-5
Standard/GLE:
1.4.1,2.4,2.3.1,3.2,5.2

Academic
Vocab.:

Subject:VisualArt
Teacher:Kinard
EssentialQuestions:
Whyiscavepaintingimportant?Whywasitmade?HowCanweuseitto
communicatefeelingsandideastoamoderndayaudience?

Content
Vocab.:

ClarityComponent
Concept/Objective

MaterialsNeeded:
Lard,vegetableoil,Various
coloredsoils,Charcoal,Astick,
horseHair,drinkingstraws
Teacherwill(TTW)
TTWLeadawebinvestigationinto
cavepaintingsgivingstudentsthe
opportunitytofindtheirown
areasofinterestsdealingwith
caveart.
Showstudentsthemethodsof
creatingcavepaintingsandtools
used.

Resources:
WebInvestigation,Webinstructionvideo,Book
andhandoutillustrations.
Studentwill(TSW)
Investigatetheoriginandmethodology
ofcavepainting.
mixandproducestainsandpseudo
paints.
Createtoolsancientpeopleswould
haveusedtomakemarkswith.
Createtheirowncavepaintingswith
contemporaryiconsandideas.

FrametheLearning:
(objectivesand
activateprior
knowledge)

TTWillustratemethodsoffinding
andcreatingpigmentsandpaints
touseontheirworks.
Talkaboutdifferinggeologiesand
soilsthatstudentsmayhave
encounteredinthepast.
Talkabouthowcavepersons
harvesteddifferentanimalfats
andoilsusedincreatingpaint.

TSWexplorevariouspigmentsandthe
originsofsoilsthatcreatedifferent
colors.
Mixpigmentandlardorvegetableoilto
makepaint

StudentPractice:
(depthofknowledge,
blooms,wholegroup,
smallgroup,
engagement)

TTWleadstudentsinaclass
discussionandthenbreakupinto
smallgroupstohypothesize
variousideasonhowandwhy
cavepaintingshappened.
Thenstudentswillbeleadona
webhunttofindsupportingdata.
TTWchallengesstudentsto
createtheirowniconsand
imageryinwhichtocreatecave
likepaintingswith.
TTWwillleadstudentscreate
Workusingthetools,techniques,
iconography,andmaterialsthey
havecreated.

Studentswillworkinsmallgroups
hypothesizevariousideasonhowand
whycavepaintingshappened.
Thenstudentswillgoonawebhuntto
findsupportingdata.
Studentscreatetheirowniconsand
imageryinwhichtocreatecavelike
paintingswith.
StudentscreateWorkusingthetools,
techniques,iconography,andmaterials
theyhavecreated.

CognitiveEmpathy:
(Checkfor
understanding,clear

Identifystudentsusingmaterials
properly.

Createatadevelopmentally
appropriatelevel.

upconfusions,
reteach)

Closure:
(summarizers)

Mastery/Assessment
Differentiated
Instruction

Lessonbysteps

Step
1.

Identifystudentsproperart
roomrulesandprocedures.
Identifydevelopmentally
appropriateuseoftoolsand
media.

Askstudentstotalkabouttheir
pictureandtheiconsandimagery
theyusedattheirtable.
Pairandshare
Whatdidwelearn?
Whydoesitmatter?
Howcanweusethislearning?
Teacherrubric
OneonOne
Handoverhand
Shapestencils

Useappropriatevocabularyto
describetechnique.Demonstrate
developmentallyappropriateknowledge
ofartprocess.
Demonstratedevelopmentally
appropriateknowledgeoftheelements
ofart.(DOK)
Usesappropriatevocabulary.
Discuss,withtheteacherthe
characteristicsandmeritsofthe
studentsownwork.
Pairandshareabouttheirartwork.
Roundrobinexplanations
Showworkandelaboratedetail

Studentartwork
Centers
Peer-Tutoring

StudentswillbefirstaskedIfyouwantedtocommunicatetosomeonethousandsofyears
inthefuture,andyoucouldnotuseacomputer,typewriter,paperorpencil,andcouldnot
writeasingleword;howwouldyoudoit,andwhatwouldyousay?Theywillthenbeshown
aPowerPointandavideoabouttheLascauxCavepaintingsinFranceandancientdrawings
acrosstheworld.Studentswillthendiscussthemeaningsandthemesoftheseancient
works.
2. StudentswillThengoonawebhunttofindsupportingdataorimagesofcaveart,finding3
newimagesandonenewculture.NexttheywillbeleadonavirtualtouroftheLascaux
cavesusingthefollowingURL.Byexploringeachroom,anddecipheringthecavesimages
andpictographsandfollowinglinksthatdirectthemtoexplanationsgivenbyscholars,
studentswillgetamoreholisticviewofancientlifeandculture.Studentswillhavethe
opportunitytopausethetourtoreflect,changedirection,orzoominonaparticularset
ofimagesandstudythemfurther.
http://www.lascaux.culture.fr/-/en/00.xml
3. Studentswillbegivenvarioussoilsandpigmentsalongwithcharcoal,vegetableoilandlard.
Wewilldiscusstheoriginsofthesematerialsandhowancientpeopleswouldhaveobtained
them.Theywillmixandcreateapalletofcolorsandstoretheminplasticto-gocontainers
untiltheyarereadytouse.
4. Afterstudyingtheimagesandtheirmeaningsstudentswillthenbechallengedtocreatetheir
ownversionsofcavedrawingsinasimilarfashion.Studentswilluserealcharcoaland
workinsmallgroupstocomeupwithseveraliconsbasedupontheirselfinterestsand
personalexperiences.Studentswillcompareandcontrastthedifferencesbetweenmodern
lifeandthelivesofancientpeoples.Theywillthenchoosethreeoftheirfavoriteideasto
createimagesforpainting.

5. Studentswillbechallengedtocreatetheirowntoolswithsticksandanimalhair,strawsand
someadditionsoftheirown(whatevertheybringorcomeupwith).Theywillalsousetheir
fingerstocreateworksonlargeformatbrownpaper.
6. TheworkswillbeexhibitedinthehallsoftheschoolaswellasaMapwingvirtualgallery
spacethattheycantourandshowtheirfriends/parents.
http://www.mapwing.com/explore/view_tour.php?t=lrr0uz0TFzFleerF
.Finallystudentswill
havetheopportunitytotalkabouttheirworkexplainingtheirchoicesandideasinaround
robincritique.

Art Rubric
Category

Description

Good

Average

Does it show more feeling and

expressiveness?

Does it show more thought?

Does it show more skill?

How original, innovative, and daring is

the work?

Does it extend or change from past work

done by same student?

How well does the work solve the

problems outlined in this assignment?

Are the variations from the assignment

made for a valid reason?

Is the making of the work appropriate

for the style of art being made?

Didn't rush to get it done, but paid

attention to consistency in the work.

Was the student cooperative & generous

in discussions & in helping others without
doing it for them?

Were good questions asked?

Did the student stay on the job?

H
ow does this work compare to previous

Growth
New Learning
& Improving

Creativity &
Unexpected
Discoveries
Fulfills
Assignment

Care

Helpful

Work Habits

Check & comment here

work by same person?

Needs work
.

.
.

.
.

.
.

Were conversations with classmates

about the artwork, not other topics?

Composition
And Design

Experimenting with principles of design

and composition used to make the visual
elements work well?

Experiments to achieve unity and

variation to achieve evocative work?

.
.