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Level 3: ART 309 & Student Teaching

Week 2: Performance

Central Focus The role of an artist as a performer.


Grade Level Kindergarten
Class Size 9
Time 1 hour 50 minutes
Class Demographics 3 boys, 6 girls

National Visual Arts Standards Addressed


VA:Cn10.1.Ka
a. Create art that tells a story about a life experience
VA:Cr2.1.Ka
a. Through experimentation, build skills in various media and approaches to art making

Common Core State Standards Addressed


CCSS.ELA-LITERACY.SL.K.6
Speak audibly and express thoughts, feelings, and ideas clearly.
CCSS.ELA-LITERACY.SL.K.1
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and
adults in small and larger groups.

Forms 2D 3D 4D
Frames Cultural Subjective Structural Postmodern
Conceptual
Artwork Artist Audience World
Framework

LEARNING OBJECTIVES
As a result of this lesson, students will be able to:

1. Using craft supplies, such as feathers, sequins, and construction paper, students will make a mask or
other object to represent their desired circus themed costume. VA:Cr2.1.Ka.
2. In the video project, students will share an object they have made to symbolize what circus role they want
to be. CCSS.ELA-LITERACY.SL.K.6

TEACHER MATERIALS
● Projector ● Posters with concepts on it ● Craft: Feathers, ribbon,
● Powerpoint ● Name tags pipe cleaners, sequins,
● Books ● Zip lock bags shells, popsicle sticks
● Markers, colored pencils, ● Teacher Project Examples ● Newspaper/Butcher paper
drawing materials, crayons ● Construction paper - for covering, easy clean
& Pastels ● Paper plates up
● Visual Journals ● String ● Modge Podge/Glue

STUDENT MATERIALS
● Craft: Feathers, ribbon, ● Markers, colored pencils, ● Visual Journals
pipe cleaners, sequins, drawing materials, crayons ● Construction paper
shells, popsicle sticks & Pastels ● Modge Podge/Glue
● Paper plates ● String

ARTISTS IN CONTEXT

EE = Early Elementary grades K-3 • LE = Late Elementary grades 4-6 • MS = Middle School grades 6-9
EHS = Early High School grades 10-11 • LHS = Late High School grade 12
Level 3: ART 309 & Student Teaching

Alexander Calder
Alexander Calder, Circus, Whitney Museum
https://www.youtube.com/watch?v=t6jwnu8Izy0
Alexander Calder, Calder-circus,1926-1931

Gamma Phi Circus


https://www.youtube.com/watch?v=7mt1Ercy4KM
https://www.youtube.com/watch?v=SEY8D8olj_E

Key Critical Questions 1. How do artists perform in circuses?


2. How do artists create characters through costume design?
3. How does performance show movement?
4. What are the different roles in a circus?

VOCABULARY AND LANGUAGE ACQUISITION


Vocabulary Performer- Someone who entertains people around them.
Role- The jobs that you do to help others.
Symbol- A shape or picture that represents something else.
Mask- Something that covers your face.
Sculpture- An artwork that is 3-D. .
Language Functions analyze, compare/contrast, critique, describe, interpret, question, etc.
Language Demands Syntax Discourse
Language Tasks and 1. Students will describe what their roles are.
Activities 2. Students will describe what they want to be when they grow up.
3. Students will describe about the craft projects they have made using learned vocab.
Language Supports 1. The teachers will use the vocabulary in conversation with the students and
encourage students to use the words.
2. The teachers will ask students the meanings of the vocab words they have
learned throughout the lesson.
3. The teachers will have posters with the vocab words, definitions, and pictures
around the room.
4. The teachers will have posters with examples of vocab terms with
drawings/images around the room, such as texture.
5. The teachers will encourage students to describe elements in artworks by
modeling using vocabulary and terms.
6. The teachers will give students opportunities to practice describing their art during
the video project.

● INSTRUCTIONAL STRATEGIES AND LEARNING TASKS


● Launch ● Instruction Methods
● The teachers will review what roles are and then explain what it means to be a ● Direct Instruction
performer. ● Group Discussion/Reading
● The teachers will ask the students:
- Have you ever seen a performance before?
- What was the performance you saw?
- What did you like or dislike about the performance?
● The teachers will read Last Night I Dreamed a Circus by Maya Gottfried
o This book will guide us to the topic of performance - Circus
performers
● Instruction ● Instruction Methods

EE = Early Elementary grades K-3 • LE = Late Elementary grades 4-6 • MS = Middle School grades 6-9
EHS = Early High School grades 10-11 • LHS = Late High School grade 12
Level 3: ART 309 & Student Teaching

● Teachers will introduce the topic of Performance. ● Group Discussion


o The teachers will show the Artist PowerPoint ● Teacher Demonstration
o The teachers will show the artist Alexander Calder’s circus using ● Group Activity
a video: https://www.youtube.com/watch?v=t6jwnu8Izy0 ● Independent student work, with
o The teachers will model how to describe what elements and assistance.
details we can see in the artwork, based off of our key ● Pair Share
questions.
o The teachers will ask the students to pick out what they see in
the artworks, based off of our key questions:
▪ What first caught your eye when looking at this
image?
▪ Did your eyes stay put or move/dance around the
artwork?
▪ What do you see in this image/artwork?
▪ Are there any recognizable/familiar shapes or objects
within the piece?
▪ How is movement important?
▪ Can you tell what the sculptures are made out of?
● Students will go back to the table and work in their visual journals.
○ They will sketch themselves in a circus themed costume.
○ They will use this sketch to aid in the next project:
● Teachers will introduce the circus costume project
o The teachers will introduce the concept of masks and other
objects for a circus costume.
o The teachers will show examples of masks and other circus
props.
▪ Teachers will do a demo of how to cut out a mask
drawing on construction paper/or a plate and some
basic decorating/coloring techniques.
● Students will make their circus costume.
o Students will use construction paper, crayons, and other
materials to create costumes found in a circus. These will be
used in the video as a props.
● The Teachers will introduce the Circus mural project.
▪ The mural will be a collaborative large-scale Circus
mural page, made up of drawings of circus animals
and performers done by the students.
o The Students will make their piece of the Circus mural.
o This mural will be used in the video as a backdrop
● Teachers will introduce the video project.
● Students will create a “signature move” to use in the video
● Students will be filmed in a roughly 5 second video performing
their signature move.
● Teachers will film and edit the video to piece it together as a
group project and send it to the parents.
o Teachers will use their circus costume example projects and
show the students how to describe the artwork
▪ Teachers will explain to the students that they will be
explaining their own projects in a short video clip.
● Students will practice describing their artwork to a partner, before making
the video clips.

● Closure ● Instruction Methods


● The teachers will read the book The Circus Ship by Chris Van Dusen. ● Direct Instruction
● The teachers will ask questions on what they observed in the ● Group Reading/ Discussion
book.
▪ What animals did you see in the book?
▪ Did you see your favorite animal?
▪ What obstacles did the circus animals face?

EE = Early Elementary grades K-3 • LE = Late Elementary grades 4-6 • MS = Middle School grades 6-9
EHS = Early High School grades 10-11 • LHS = Late High School grade 12
Level 3: ART 309 & Student Teaching

ACCOMMODATIONS FOR SPECIFIC DIVERSE LEARNERS


Adaptations and Accommodations
● One student has a broken arm, extra time will be given as needed as well as assistance with any activities they may
struggle with.
● Some students struggle with listening and taking turns, teachers will include “silly time” during which students can dance
and get excess energy out, along with reminders on how to take turns.
Enrichment and Extensions
● For advanced students, they can create a short performance by themselves or with a friend to add to the video clip. They
can explain their creative process in the video as well.

Activity for Early Finishers


● Students will create two figures found in a circus to use as part of the backdrop.
● Students will use crayons to draw a circus in their visual journals.

OBJECTIVE-DRIVEN ASSESSMENTS
1. Students will describe their artwork to a partner before the video project.- Formative Assessment
2. Students’ mask project will show experimentation and creativity in using various craft materials. - Summative Assessment
3. When describing their work in class, the students will use the correct vocabulary terms - Formative Assessment

INTERDISCIPLINARY CONNECTIONS
● English
● Humanities

REFERENCES
● Artist Turns Dance Moves Into Beautiful Charcoal Drawings. (n.d.). Retrieved September 6, 2018, from
https://www.boredpanda.com/charcoal-dance-drawings-performance-art-emptied-gestures-heather-
hansen/?utm_source=google&utm_medium=organic&utm_campaign=organic
● Gottfried, M., & Zakanitch, R. (2003). Last night I dreamed a circus. New York: A.A. Knopf.
● Dusen, C. V. (2016). The circus ship. Somerville, MA.: Candlewick Press.
● https://www.youtube.com/watch?v=jcaWo22s8uk
● https://www.youtube.com/watch?v=6HV1B2CpAaQ

* Developed and written by (Alicia, Annie, Jessica, and Joy), Art Education, Illinois State University, 2018 *

EE = Early Elementary grades K-3 • LE = Late Elementary grades 4-6 • MS = Middle School grades 6-9
EHS = Early High School grades 10-11 • LHS = Late High School grade 12