Docstoc

Lesson Title Zebras in Design

Document Sample
Lesson Title Zebras in Design Powered By Docstoc
					Lesson Title: Zebras in Design
Teacher: Mary Elfers
Grade Level: 1st
Media Focus: Mixed Media, collage, drawing
Unit#: 1

FCS Standards and Elements:
ART MAKING
I. Creates artwork reflecting a range of concepts, ideas, subject matter
     A. Creates artwork inspired by:
         2. environment
         4. careful observation of real objects
     B. Creates artwork inspired by natural connections with math, language arts, science, social
     studies
II. Uses formal qualities of art (elements and principles) to create unified composition and
communicate meaning
     A. Identifies and emphasizes formal qualities in artwork:
         1. Color: mixes primary to create secondary, recognizes neutral, warm/cool, tint/shade
         4. Line: outline, edges of shape, identify line types and how they convey feeling
         5. Shape: geometric (triangle, pentagon, hexagon), organic
         8. Pattern: identify as ordered repetition of color, line, shape, texture; create, extend pattern;
         in art, music, dance, math, poetry
         10. Emphasis: through size, placement, detail
III. Understands and applies media, techniques, and processes
     A. Uses a variety of materials/techniques to create artwork, including but not limited to drawing,
     painting, clay – modeling, pinch construction, printing, mixed media/collage
IV. Self-evaluates art learning and develops habits of excellence
     A. Recognizes and cultivates habits of mind necessary for artistic work:
         2. careful observation of real world
         3. care in craftsmanship (whole is larger than the parts)
     B. Links art terms and production with math, language arts, social studies, science curriculum
ART HISTORY
V. Understands the visual arts in relation to history and cultures
     B. Recognizes subjects and themes such as play, celebrations, communities, and nature in art
     from different cultures
AESTHETICS
VII. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art
     A. Discusses how art is different from other things

Objectives:
       Students will become aware of the body structure and life of a zebra and will demonstrate
        that awareness by drawing it
       Students will be introduced to aspects of another culture’s stories and art forms
       Students will use patterns as design elements

Essential Questions:
        What is a pattern? How are lines used in patterns and designs? What designs are special to
African Art?

Vocabulary/Word Wall:
                                                     1
Kente cloth                               Circles
Lines                                     Organic shapes (free form)
Patterns
Shapes



Materials:                                              Teacher Materials & Resources:
8” x 10 ½ “ black construction paper                    http://kids.nationalgeographic.com/Animals/CreatureFeature/Zebra
5” x 7 ½ “ colored construction paper                   How Zebras Got Their Stripes by Lesley Sims
1 ½ “ colored construction paper strips
Fancy edge scissors
Glue
White tempera Paint
Small brushes
Q-tips
Sharpies
Pencils



Procedure:
Day 1-
   - Read book, How a Zebra Got its Stripes by Lesley Sims
   -           What shapes make up a zebra?
   -           If you were going to draw one, what shapes and lines would you use?
   - African Art and Zebra PowerPoint
   -           What are some characteristics of African Art? Kente Cloth?
   -           What is a pattern? What makes up a pattern? What does a pattern do?
   - Demonstration
   -           Take black 8x10 ½ piece of const. paper
   -           Take one piece 5x7 ½ piece of another color
   -           Glue the smaller piece into the exact middle of the paper…don’t glue down until
   -              centered
   - Demonstration
   -           Using a pencil, draw a large oval shape for the shape of the zebra body
   -           Draw four rectangle legs
   -           Draw a small rectangle head
   -           Add triangles for ears and a rectangle for a tail
   -           Draw LARGE and fill the inner paper
Day 2 –
   - Review
   - Demonstration
   -           Trace the zebra with thin Sharpie marker and draw black zebra lines
   -           Add black details to the ears and tail
   - Demonstration
   -           Take a pile of thin paper strips cut into 1 ½ x6 inches and cut them into interesting
   -                designs using fun scissors
   -           Glue the strips around the border, keeping the same distance in between each one
Day 3 –
        Review
   - Demonstration
   -           Using a Q-tip and white tempera paint, paint small white dots in between each strip,
   -              creating a pattern
   -           Using a thin, small paintbrush, paint the white zebra lines in between the black
                   Sharpie lines

                                                           2
Interdisciplinary Content:
Science – Zebra facts and their habitats
Social Studies/Multicultural – African fabric designs
Language Arts – African Folk Tales

Evaluation/Assessment:
Student’s work displays:
        1. Recognizable large zebra using shapes and black and white lines (1-3 pts)
        2. Accurate, consistent pattern in the border (1-3 pts)
        3. Craftsmanship with gluing, cutting, and Sharpie tracing (1-3 pts)


        9-6 = S
        5-3 = N
        2-0 = U




                                                  3
             Zebra Facts

 Herbivores – they eat only plants

 Predators include big cats, like lions and

  cheetahs

 Habitats are mostly grassy plains in Africa

 Shiny coats that drive away sunlight so that

  they can withstand intense heat

 Their stripes confuse predators by visibly

  blurring up the outline of their body

 At first glance, the zebra stripes may all

  look the same, but they are as individually

  different as fingerprints are to humans




                    4

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:9
posted:3/27/2011
language:English
pages:4