Elementary School Lesson Plans

LESSON TITLE: Ancient Egyptian Portraits

GRADE LEVEL: 3rd Grade

Third Grade student printing cartouche 
on brown construction paper.

PA. ACADEMIC STANDARDS FOR THE ARTS AND HUMANITIES:

9.1.3.A. Know and use the elements and principles of each art form to create works in the arts and humanities.

9.2.3.G. Know and relate works in the arts to geographic regions: Africa and Japan.

9.3.3.C. Know classification skills with materials and processes used to create works in the arts.

9.4.3.F. Know how to recognize and identify similar and different characteristics among works in the arts.

OBJECTIVES:

KNOWLEDGE: Cognitive. Students learn where Egypt is on the map, and learn about the Gods and Goddesses of Ancient Egypt. Students will learn about cartouches and what they were used for in Ancient Egypt.

SKILL: Psychomotor. The students learn how to make a stamp for printmaking and learn how to apply ink to the stamps to create a background. Students will also learn how to draw portraits of Gods and Goddesses in crayon and paint over in watercolor.

ATTITUDE: Affective. The students learn about cartouches and their importance in Ancient Egypt. Students will learn about the Ancient Egyptian Culture and where Egypt is on the map.

PREPARE AHEAD: Cut 4"x6" poster board. Pictures of Gods and Goddesses for students to use as a reference when drawing. Make Index cards to correlate with the power point presentation. Prepare exemplars.

***For gifted students have drawn characters available for them to trace if necessary. Tracing will allow special learners to improve their eye and hand co-ordination. Grids may needs to be drawn on brown paper as a reference guide for the printing on the stamps.***

PRIOR KNOWLEDGE: What learning has preceded this lesson? Students learned about printmaking, actual texture vs. real texture, and learned what Dinosaurs ate and how they lived.

MOTIVATION:  

QUESTIONS LEADING THE STUDENTS TO DISCOVERY:

Good Morning 3rd Grade!! Can anyone point out where Africa is on this map? (classroom map) Student shows where Africa is. Excellent!! Today we are going to learn about Ancient Egypt.

(slide #2)

Can anyone see where Egypt is on this Map? (upper right corner). Student uses yard stick to point to Egypt on the map. Great job!! Egypt used to be the most Powerful Country in the Ancient World.

(slide #3)

Does anyone know what these are called? Students: the Great Pyramids of Giza. Do you know why they were built? Students: to hold the Pharoah’s treasures so he can rule in the afterlife. The problem with building the pyramids is that they took a lot of time to build and they were like a huge billboard for tomb robbers who used to break in and steal all the pharoahs belongings.

(slide #4)

Ancient Egyptians started building in the Valley of the Kings to give the Pharoahs a more secure location to store their treasures to rule in the afterlife.

Let's take a look inside one of the tombs!!!

(slide #5)

Inside the valley of the Kings, the pharoahs had the walls painted with many different stories to tell people about how they lived, and how they would rule in the afterlife. This God right here is called Horus. We will learn more about him a little bit later. He is leading and preparing the Pharoah to live in the after life.

What kind of Colors do you notice in this painting? Student: Teal, red, brown, blue. Great job!!! Ancient Egyptians used bright colors to decorate the tombs.

Let's visit an artist in Japan!!

(slide #6)

This print called ‘The great wave off Kanagawa’ was made by an artist named Hokusai. He was a Japanese artist who used a process called Wood Block printing. What do you think Wood Block Printing might be? Student: Printing on wood. Perfect!!

(slide #7)

Wood block printing is the process of cutting an image in to a wood block, often a flat block of wood. Then rolling ink over the block with a tool called a ‘brayer'. Smoothing paper of the inked block. And gently peeling the paper back. The image will then be transferred to the paper.

(slide #8)

How many different colors do you see? Student: 7 (black, 3 shades of blue, white, 2 shades of yellow) On the previous slide we saw how a simple black print was made with the ink rolling over the wood block print. This print is more complex as it contains 7 different colors.

(Slide #9)

Only Pharoahs (kings of Egypt) had their names in Cartouche. The Pharoahs had the cartouches placed on Tombs’ walls to advise of who owned that Tomb. Cartouches were also placed on the Pharoahs belongings that were placed in the tomb. What do you think the outline of the cartouche looks like? Student: The border of the cartouche represents a knotted rope. The Pharoahs then put their name in Hieroglyphs, the ancient Egyptians letters, that spell out the Pharoahs name. They would also add if they ruled in upper or lower Egypt.

(slide #10)

Project overview. First we sketch. Then once sketches are approved we transfer to the poster board. Use pencil to impress imager on poster board.

DEMONSTRATION: Show how to start a sketch of the cartouche on scratch paper using the visual aids that are supplied. Emphasize borders and the use of 3 different Egyptian characters. Then transfer sketch to poster board.

Once the sketches are completed and approved, demonstrate how to use a paintbrush and how to apply paint. Also demonstrate proper brush care by showing how to clean brush in sink. Demonstrate a wash.

Demonstrate how and when to apply the fabric to the painting. Use the Elmer's glue, mix with black paint to outline the figures.

***Have step-by-step directions with photos for gifted students***

VISUAL AIDS: Map of the World. Map of Africa. Photograph of the Great Pyramids of Giza Built c. 2560 BC. Valley of the Kings 16 BC. Hokusai 'The great wave of Kanagawa' 1829-32. Wood Block printing Demonstration. Tutankhamun Catouche 1333 BC – 1323 BC 18th dynasty.

Multiculturalism: Understand culture and it's effects

REFERENCE TO ART HISTORY: Ancient Egyptian Art, Wood block printing, 18th Dynasty, Printmaking, Watercolor painting

EXEMPLARS: Three different stages of the project: Start, Middle, and Finished. Student examples.

School to career: Work effectively with others

ACTIVITY:

What will the students do? Students will make a cartouche to print on brown paper and will use this as their background. Students will then paint a portrait of a God or Goddess and adhere the portrait to the background.

Week 1- Students will learn about Ancient Egyptians, where they lived and how they lived. Students will start drawing rough sketches on their Cartouches on scratch paper. Once approved, the students may transfer their sketches on to the poster board.

***Index cards will be used during the presentation for each student with different Egyptian symbols. This will help every student to participate. When drawing the cartouche, gifted students will be provided paper with the cartouche outline and will need to fill in the details. Teacher aids may assist in transferring the sketch on to the poster board with transfer graphite paper.***

Week 2- Students will have 10 minutes to finish their sketches and transfer on to poster board, creating a relief with the pencil in the poster board. Students will start printing on to the backgrounds.

***Gifted Students may need to use graphite transfer paper. The teacher aids will assist with printing and showing how to align the prints. Some students may need pencil grids drawn on the brown paper ahead of time as a reference guide.***

Week 3- Students will learn about the Gods and Goddesses of Ancient Egypt. They will start drawing in pencil on scratch paper. Once sketches are approved they can transfer the sketches on to the watercolor paper.

***Teacher aids may draw in pencil on white paper a God or Goddess that the student chooses. The gifted student may trace, or utilize 'hand over hand' in crayon over the pencil marks.***

Week 4- Students will continue to finish their sketches. The students will then transfer the sketch on to the watercolor paper in pencil. The students will then trace over the pencil in crayon.

***Teacher aids may draw in pencil on white paper a God or Goddess that the student chooses. Gifted students may trace in crayon over the pencil marks.***

Week 5- Students will finish drawing with the crayon. Students will start painting in watercolor being careful to stay in the lines of their drawings.

***Teacher aids will assist gifted students. If necessary, they may use markers instead of watercolor.***

Week 6- Students will cut out their paintings and glue them to the backgrounds that they printed in Week 2.

***Teacher aids will assist gifted students on cutting out their paintings and adhering them to the brown construction paper.***

SUPPLIES: 4"x6" poster board, drawing paper, India ink (gold, blue, yellow, black, white), graphite pencils, brayers, meat trays, copies of Ancient Egyptian characters, watercolor, black crayons, brown construction paper, watercolor paper, scissors, Elmers Glue, Golf Tees

***Gifted students: Graphite transfer paper, cartouches outlined on scratch paper. Have foam cut-outs of the hieroglyphics available for gifted students to adhere to foam core if necessary.

VOCABULARY: Collage, Wash, background, impress, cartouche, brayer, wood block printing, pharaohs, pyramids, Archeologist, printing plate, 

CLOSURE: Does anyone remember where Egypt is located? Student: Africa. What was the name of the artist who we looked at today with the big wave print? Student: Hokusai. Who can tell me what the Egyptian Pharoahs used to put their names in? Student: Cartouche.


CLASSROOM ACTIVITY: Review with Bingo learning sheet. Bingo sheets will all be different and contain vocabulary words. Print Bingo sheets and have them laminated. Students will use cut Bingo Chips out of scrap paper to mark the board. Review Hokusai, Egypt Vocabulary words and tools utilized. 

PA. ACADEMIC STANDARDS FOR THE ARTS AND HUMANITIES:

9.1.3.A. Know and use the elements and principles of each art form to create works in the arts and humanities.

9.2.3.G. Know and relate works in the arts to geographic regions: Africa and Japan.

9.3.3.C. Know classification skills with materials and processes used to create works in the arts.

9.4.3.F. Know how to recognize and identify similar and different characteristics among works in the arts.

ASSESSMENT STATEGY: A Rubric will be used to assess the effectiveness of the student's lesson. The rubric will be made with the assistance and input of the students. Students will complete a self assessment and discuss why they chose to assess their work during the class critique. 

CORRELATED ACTIVITY: What art activity will follow?

LEARNING CENTER: Cartouche Names. Students will design their own cartouche using the Egyptian hieroglyphics.

INTERDISCIPLINARY DOMAINS: What domains are incorporated into this lesson. Literacy, History, Math, Writing and Sociology.

ADAPTATIONS FOR DIVERSE SPECIAL LEARNERS:

Adaptations for Special and Diverse learners are found throughout this lesson plan in ***italics***

REFLECTIONS: Slides 6, 7, and 8 were utilized on a day of printing to avoid confusion and to allow longer studio time. Used Golf Tees instead of dull pencils because the pencils kept breaking and were frustrating the students. Students needed a lot of clarity on proportions and the size of the portraits. Once reviewed with students, held a mini critique in which we compared two student works discussed what went well and what we can add or change in the artworks. Students need 3 classes to draw the cartouches and the gods and goddesses.

_____________________________________________________________________________

LESSON TITLE: Water Cycle Mobile

GRADE LEVEL: 1st Grade

PA. ACADEMIC STANDARDS FOR THE ARTS AND HUMANITIES:

9.1.3.H. Handle materials, equipment and tools safely at work and performance spaces.

9.2.3.D. Analyze a work of art from its historical and cultural perspective.

9.4.3.C. Recognize that the environment of the observer influences individual aesthetic responses to works in the arts.

PA. ACADEMIC STANDARDS FOR ENVIRONMENT AND ECOLOGY:

4.3.4.A. Know that plants, animals and humans are dependent on air and water.

4.6.4.B. Understand the concept of cycles: Explain the water cycle.

OBJECTIVES:

KNOWLEDGE: Cognitive. Students learn that Andy Goldsworthy was an environmental artist that worked with his environment. Students also learn about how the water cycle works and how pollutants can throw off this vital cycle.

SKILL: Psychomotor. The students learn how to translate the water cycle in to a mobile and explain the different steps of the cycle. They will learn to balance the mobile using the sources that are available to them.

ATTITUDE: Affective. The students learn that our ecosystem maintains a delicate balance that can easily be interrupted by pollution.

PREPARE AHEAD:  Gather images for visuals of Andy Goldsworthy. Watch 'Rivers and Tides' and prep portion for students to watch if students finish early. Gather materials such as cotton balls and foil. Precut circles for the students to decorate. Discuss with science teacher to collaborate on this project.

***Precut shapes on different textured paper. Bring in source materials. Collect different textured items such as cotton balls to use. ***

PRIOR KNOWLEDGE: What learning has preceded this lesson? Students are familiar with the water cycle from science class. 

***May need to simplify water cycle steps for special learners (have 5 steps instead of 8). ***

  

MOTIVATION:  

QUESTIONS LEADING THE STUDENTS TO DISCOVERY:

Good morning 1st grade!!  Today we will be looking at two really great environmental artists! Does anyone know what Environment (teacher writes 'Environment' on the board) means? Student response: The place we live in. Yes!! The environment is the sun, rain, air, and earth that we live in. Can anyone tell me what you think an Environmental Artist does? (Teacher adds 'al Artist' to the board) Student: Someone who uses the earth in his or her art. Great!!! An Environmental Artist is an Artist who uses the environment that we live in as their canvas. They can use different mediums too. What is a 'medium' to an artist? Student: like clay or paint. Absolutely!! Some artists use clay and paint, and sometimes environmental artists use these mediums as well. But today we are going to take a look at two really cool artists that use rocks and branches to create their art.

First, let's take a look at an old friend of mine, Andy Goldsworthy. Andy is a crazy character!! He hangs out in the woods for hours at a time looking for different mediums to use to create his artwork. Check out this artwork that he created!! (Show slide of the Heron Feathers). Does someone want to try and guess what material that Mr. Goldsworthy used for this piece? Student: Ice, paint, trees… Close!! He actually used Heron feathers. (show slide of Heron side by side with 'Heron Feathers'). This is another piece that he created (show 'Yellow Elm Leaves laid over a Rock'). What do you think this is? Students: A rock painted yellow/gold. It looks like that!! It's actually elm leaves dipped in water that are stuck to the rock. In looking at these two pieces what do you notice about Mr. Goldsworthy? Students: He spends a lot of time outside. He definitely does!! Sometimes he does some works for museums, which are indoors, but he primarily works outside. Andy Goldsworthy lives in Scotland and works with materials found around his area. Does anyone know where Scotland is on the map? Student points to Scotland on the map. Excellent!!

Now does anyone remember what kind of artists I said that we would be looking at today? Student: Earth Artist. Great!! Earth or Environmental Artist. Andy Goldsworthy is known as an environmental artist because he uses the earth around him to create his sculptures. His environment depends on the Water Cycle. Does anyone remember what the water cycle is? Student: It’s when the rain goes in to the water and then the sun makes is go back in to the clouds. Great Job!! We are going to create a mobile (holds up model) just like this one! Let's get started!!

DEMONSTRATION:  Teacher draws a sun on side A of the circle cutout. On side B the teacher writes sun. Set aside. Show how to tie yarn to hanger making note of how long the string is (about an inch or two). Carefully with a hole puncher, punch a whole at the top and bottom of the sun- leaving enough room to tie the string but not rip the paper. Show how to tie the string and examples of what happens if you pull to hard on the string when tying it together (the string rips the paper).

 VISUAL AIDS: Andy Goldsworthy, Heron Feathers, 1982, Heron, Andy Goldsworthy, Yellow Elm Leaves Laid over a Rock, 1991, Mel Chin, Revival Field, 1951, David Nash, Ash Dome, 1977, Robert Smithson, Spiral Jetty, 1970, Alexander Calder, Calder mobile, 1932, Water Cycle

 REFERENCE TO ART HISTORY: Andy Goldsworthy 1980's-90's, Environmental Art- 1970's, 80's and 90's, Mobiles 1932, Arts and crafts

EXEMPLARS: Previous students work (finished). Teacher example of project mid way through project. 4 different circle pieces to show correct and incorrect way to punch holes and tying the yarn.

           

 ACTIVITY:

What will the students do? Students will create mobiles representing the water cycle. Students will draw and label each section of the water cycle.

***Break down directions in to step-by-step instructions. Depending on the student, you may need to consider only giving one step at a time.

Week 1- Students will start by drawing the 'Precipitation' on one side of the paper provided. Once they color in the rain cloud they will write on the back the word 'precipitation'. Write the word on the board-, as first graders will not be required to spell this word on their own. Stress the importance to the students that points will be taken on if they misspell the word as it is written on the board and on their handouts. Students should have 2-3 pieces completed by the end of week one. Students should not be punching holes on the paper yet!! They will do this during the assembly step.

***Students may have motor difficulties. If the student has motor difficulty use stone crayons. Consider using tempera paints. ***

Week 2- Students will continue to work on their mobile pieces. Since this week is primarily spent on coloring and writing the students should be able to complete 4-5 more pieces. Some students may work quicker than others. If students finish early, hand out a word search that incorporates the water cycle.

Week 3- Finish working on pieces for mobile. Once all the students finish their pieces show example of how to use the hole puncher to punch holes in the pieces. Once the holes are punched advise the students the correct way to assemble the mobiles with the yarn. Once all the pieces are tied to the mobile and are balanced. Advise students how to create a title for their work. Once the Mobiles are finished hand out one clothespin to each student and advise him or her this represents pollution. Show them what happens when the pollution attaches to one side of the mobile- it sets the mobile off balance. Explain how this transcends in to our daily lives.

***Assemblage could be very difficult for students with motor disabilities. Assist students if possible or assign a buddy to assist the student. ***

SUPPLIES: Crayons, Markers, Yarn, Plastic Hangers, Hole puncher, scissors, clothespins.

***Tempera paints, stone crayons, glue ***

VOCABULARY: Precipitation, Evaporation, Surface Runoff, Environmental, Sculpture, Pollution, Mobile and Condensation

CLOSURE: Who were some artists that we looked at today? Student Response: Andy Goldsworthy, Mel Chin, David Nash, Robert Smithson, and Alexander Calder. Can anyone tell me what you think it the greatest threat to our environments today? Students: Pollution. Great!!

PA. ACADEMIC STANDARDS FOR THE ARTS AND HUMANITIES:

9.1.3.H. Handle materials, equipment and tools safely at work and performance spaces.

9.2.3.D. Analyze a work of art from its historical and cultural perspective.

9.4.3.C. Recognize that the environment of the observer influences individual aesthetic responses to works in the arts.

PA. ACADEMIC STANDARDS FOR ENVIRONMENT AND ECOLOGY:

4.3.4.A. Know that plants, animals and humans are dependent on air and water.

4.6.4.B. Understand the concept of cycles: Explain the water cycle.

ASSESSMENT STATEGY: What assessment strategy will be used to assure that the Standards have been met. A rubric will be used: Did the student correctly spell the vocabulary words? Was the Mobile assembled correctly? Was the mobile balanced?  Did the students follow directions?

CORRELATED ACTIVITY: What art activity will follow? Students will learn about different pollutants and how they affect the earth. Students will make a sculpture out of twigs, rocks, pinecones, leaves and other items from nature. Students will study David Nash, Richard Long and Nancy Holt.

ADAPTATIONS FOR DIVERSE SPECIAL LEARNERS: Consider using stone crayons or tempera paints. Will need assistance assembling the mobiles. Instructions for special and diverse learners are in ***italics*** throughout lesson plan.

INTERDISCIPLINARY DOMAINS: What domains are incorporated into this lesson. This lesson incorporated history, English, social studies, and science.

REFLECTIONS: What will I do differently; what areas will I strengthen and how? Consider using two pieces of paper sandwiched around the string using glue as a binding instead of punching holes in the papers. The precut circles worked but a heavier paper may be necessary. Students needed assistance in tying the yarn to the pieces. When the paper rips it can be mended with a hot glue gun. Students should not handle the hot glue gun. This lesson plan can be adapted for many other subject matters and grade levels by altering the difficulty level and the content of the lesson plan. It would work great for Photosynthesis, the Food Chain, as well as mapping out Egyptian Gods, etc.

***Some diverse and special learners prefer to use tempera paints or stone crayons. Assist the special learners when necessary but try to have them make most of the mobile on their own as this will build confidence and self esteem.***