Matryoshkafamily

ARTE 342
1/3 Name: Georgi Beck

DAILY PLAN
Lesson Title: Matryoshka Garland Family Grade Level: 3
Skills:
-Through knowledge of matryoshka dolls, students will critically analyze their family members
and represent them in patterns that use colors and imagery through paper, pencils, and
markers
-Given examples of the use of pattern and repetition in traditional matryoshka dolls, students
will demonstrate these concepts in the drawing of their matryoshka dolls
-Students will write an artist statement about their garland family that clearly explains what is
depicted
Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work: Cr1.1.3
Anchor Standard 2: Organize and develop artistic ideas and work: Cr2.1.3, Cr 2.3.3
Anchor Standard 3: Revise, refine, and complete artistic work: Cr3.1.3
Anchor Standard 6 Convey meaning through the presentation of artistic work: Pr6.1.3
Anchor Standard 7: Perceive and analyze artistic work: Re7.1.3, Re7.2.3
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art: Cn10.1.3
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to
deepen understanding: Cn11.1.3
National Social Studies Standard:

1. Culture and Cultural Diversity
3. People, Places, and Environments
4. Individual Development and Identity
Overall Lesson Objective: After learning about the history and content of matryoshka dolls
through a PowerPoint presentation, visual examples, and real matryoshka dolls, students will
discuss the cultural significance and content of matryoshka dolls. Students will develop their
understanding of their place in the family and successfully recreate themselves and their family
on a two-dimensional paper garland of dolls using matryoshka cutouts, pencils, and markers.
Students will use their matryoshka worksheet and final garland to clearly write a statement
about how they analyzed their family members to identify what makes each family member
unique and how these shaped what artistic choices they made in creating the imagery to
represent each representational figure.
Daily Objectives/Essential Questions/Academic Language:

-Through a PowerPoint presentation on the history of matryoshka dolls, students will
identify the cultural significance, content, and purpose of matryoshka dolls
ARTE 342
-Given matryoshka worksheet and pencil, students will plan and create a matryoshka family
that identifies what makes each family member unique and use imagery and color to represent
that
-Students will use the knowledge they gain from their written plan to create patterns and use
repetition while they are creating their garland
Academic Language:
Pattern, contrast, symbols, repetition
Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.
Rubric (Attached)
Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
-At least 3 examples of Matryoshka Garlands made by teacher and/or previous students
-PowerPoint presentation and projector
-Real Matryoshka dolls
-Matryoshka worksheet
Art Materials Necessary for the Lesson:
-Matryoshka templates (Doll and pocket) -Pencils
-Matroshka Worksheet -Paper Figurines (at least 20 per size)
-String (Strong for garland) -Scissors and hole punch
-Markers -Scrap paper for folders
-Masking Tape or Stapler
Teacher Activities Student Activities

Introduction:
-What is a story? Students gather and we discuss stories and
-How do these stories relate to our lives? how they are created. We think about how
-Can environment and culture become part of stories are told in ways other than books.
stories?
-Are these stories told only in books?
Development:
Using the Visual Presentation and visual Students respond to Visual examples and
examples, we discuss the history of matryoshka compare to prior knowledge. Throughout
dolls and their significance in Russian culture. the presentation students should identify
We analyze different types of stories told elements they see and can explain why the
through the dolls, focusing on decorative images represented reflect what the culture
elements that help identify each individual doll. finds important. Students analyze how the
We identify that the culture helps shape the culture of Russia is translated into visual
story the dolls tell, and begin to think about the representation on the dolls.
students connection to the world around them.
The task is assigned to create a paper garland Students study examples, brainstorm, and
ARTE 342
that represents people in their family and uses sketch ideas.
images and colors that relate to each individual
doll.
Examples are put in a place where all students Students work on their matryoshka dolls.
can see to refer to. Teacher walks around room Students write down the artistic choices and
and prompts questions: Who are you drawing? relevant information to their
What is important to them? What colors are you representational figures and why they are
going to use? How can you make contrast in important.
the image?
Conclusion:
Teacher gives a 5-minute warning until clean-up Students finish their pieces for the day and
to make finishing touches. The last 7 minutes of clean-up.
class will be spent cleaning up, with students
making folders for themselves and returning to
a designated location

DAILY PLAN
Skills:
and represent them using colors and imagery through paper, pencils, and markers
will demonstrate these concepts in the creation of their matryoshka dolls
-Students will write an artist statement about their garland family that clearly explains what is
depicted
Academic Language:
Standards:
ARTE 342
Anchor Standard 3: Revise, refine, and complete artistic work: VA: Cr3.1.3
Anchor Standard 7: Perceive and analyze artistic work: Re7.2.3
National Social Studies Standards:

4.Individual Development and Identity

-Given matroshka worksheet, matryoshka cutouts, pencil, and markers, students will create a
matryoshka family that identifies what makes each family member unique and use imagery
and color to represent that
repetition while they are creating their matryoshka dolls
Rubric (Attached)
-PowerPoint presentation, projector, and map

-Matryoshka templates -Pencils
-Matryoshka Worksheet -Pre-cut paper dolls (at least 20 per size)
-Markers -Sharpies
ARTE 342

Introduction:
-Who were some of the people you were trying Students gather and we reflect on our
to represent? discussion and creation from the previous
-What images did you choose to represent them class. We discuss what they were creating
by? and how their artistic choices reflected the
-How do your choices tell a story about that people they were creating. We talk about
person? further planning can make our figures even
stronger.
Development:
We reflect on our work from last week and Students study examples and consider ways
discuss how to further develop our dolls. to improve and further their dolls from the
Examples are shown and teacher demonstrates previous week
techniques of markers that help make a clean
image
Examples are put in a place where all students Students continue to work on their
can see to refer to. Teacher walks around room matryoshka dolls
and prompts questions: Who are you drawing?
What is important to them? How can you use
contrast to make the dolls pop? How can you
make the image and the story of the person
clear? How can you add more detail?
Conclusion:
Students are given a 5-minute warning to start Students clean up their desks and return
cleaning up. The last 5 minutes will be spent materials to designated locations
cleaning up and returning folders with
materials to a designated location
ARTE 342
DAILY PLAN
Skills:
and represent them using colors and imagery through paper, pencils, and markers
will demonstrate these concepts in the creation of their matryoshka dolls
-Students will write an artist statement about their garland family that clearly explains what it
depicted
Academic Language:
Standards:
Anchor Standard 3: Revise, refine, and complete artistic work: Cr3.1.3
Anchor Standard 7: Perceive and analyze artistic work: Re7.2.3
National Social Studies Standards:

4. Individual Development and Identity

-Given paper, markers, and pencils students will plan and create a matryoshka family that
identifies what makes each family member unique and use imagery and color to represent that
person
ARTE 342
repetition while they are creating their matryoshka dolls
-Students will clearly write about how their family and how their artistic choices tell the story of
their family members.
-Students successfully used paper, pencils, and markers to create a matryoshka family that
identifies what makes each family member unique and used imagery and color to represent
that
person
-Students did use the knowledge they gained from their written plan to create patterns and use
repetition in the creation of their matryoshka dolls
-Students did clearly write about how their family and how their artistic choices tell the story of
their family members
-PowerPoint presentation, projector, and map
-Matryoshka templates (Doll and pocket) -Pencils
-Scrap Paper -Pre-cut paper dolls (at least 20 per size)
-Markers -Sharpies

Introduction:
-How do these dolls look together as a group? Students gather and we reflect on our
-How is the story being told? discussion and creation from the previous
-What techniques can we use to clean up our class. We discuss what they were creating
edges and make our dolls look professional? and how their artistic choices reflected the
people they were creating. We talk about
finishing up the dolls and making changes
to further strengthen the story. Students
contemplate what they will write in their
written statement describing the dolls.
Development:
We reflect on our work from last week and Students critically analyze the dolls creation
discuss how to tell a story with what we have so far and think of ways they could be
ARTE 342
created. We discuss what the written statement improved. Students think about what they
should look like and they choose a string to put will write about their garland.
their dolls on a garland.
Examples are put in front and teacher walks Students put final touches on their
around assisting in garland and written matryoshka, write their written statement,
statement creation. and put the dolls onto a garland.
Conclusion:
Students are given 5-minute warning to clean Students clean up their area and hand in
up their area. Written statements are collected written statement.
and saved to be displayed with the dolls.
Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)
Overall I think this lesson was well planned, but it would likely take up four days instead of
three. The main roadblocks for this lesson are being able to effectively explain the worksheet
that helps them begin their project, which I would probably try to use an Elmo machine and
start to make a worksheet with the students. Being able to finish the figures was dependent on
how big or small they drew their symbols and how long it took to think about the symbols they
were going to draw. Also being able to bring in the academic language that I didnt think about
until after the lesson was finished would have strengthened their art vocabulary.
10-8 Points 7-5 Points 4-0 Points

Technical Skill Student properly Student properly used Student did not
used markers to markers but did not use markers
completely and completely or cleanly properly and did
cleanly color their color their figurines not completely or
figurine cleanly fill their
figurines
Technical Skill Student made at Student made 4-5 Student made 0-
least 6 figurines figurines 3 figurines
Conceptual Student draws at Student draws 2 Student only
Complexity least 3-4 different different symbols per draws 1 symbol
symbols per figurine figurine on their per figurine on
on their worksheet worksheet and has their worksheet
and carefully selects repeat symbols in their
the final symbol to be figurines
used in the figurines
Artist Student completely Student writes artist The student did
Statement and cleanly writes statement but misses not write an
each figurine and 1-2 figurines or does artist statement
lists each name, not write the name,
symbol, and colors symbol, or colors used
they used

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ARTE 342

1/3 Name: Georgi Beck

Lesson Title: Matryoshka Garland Family Grade Level: 3

National Social Studies Standard:

Daily Objectives/Essential Questions/Academic Language:

Teacher Activities Student Activities

2/3 Name: Georgi Beck

Lesson Title: Matryoshka Garland Family Grade Level: 3

National Social Studies Standards:

Daily Objectives/Essential Questions/Academic Language:

Art Materials Necessary for the Lesson:

Teacher Activities Student Activities

Lesson Title: Matryoshka Garland Family Grade Level: 3

National Social Studies Standards:

Daily Objectives/Essential Questions/Academic Language:

Teacher Activities Student Activities

Critical Comments and Reflections:

10-8 Points 7-5 Points 4-0 Points

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