Wesley Heights Year One
Lori Neuhart- Jen Weisphal
Learning Objective/Exit Outcomes:
- Students will be able to identify the key elements of North American Indian regions such as Southwest, Plains, and Inuit.
- Students will be able to represent these regions of North America through visual art.
- Students will be able to identify these regions through the visual art created by their peers.
Social Studies & Visual Art
SS3H1 Describe early American Indian cultures and their development in North America.
- Locate the regions where American Indians settled in North America: Arctic, Northwest Southwest, Plains, Northeast, and Southeast.
- Compare and contrast how American Indians in each region used their environment to obtain food, clothing, and shelter.
VA3.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.
- Use a variety of approaches to engage in verbal and/or written art criticism.
- Use a variety of strategies to critique, discuss, and reflect on personal works of art and the work of peers.
VA3.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.
- Apply art skills and knowledge to improve understanding in other disciplines.
The teacher and PAIR Specialist demonstrated to the class how to fold up a full sheet of paper into three parts. The goal is to have a sheet of paper folded like a tri-fold pamphlet, three equal sections. Then, everyone started at the top of the paper going down, labeling each rectangle #1, #2, and #3. This can be dependent on how you use this strategy, whether you want to have the Relay Drawing as landscape or portrait as the created image gets passed on.
For this Relay Drawing lesson, the teacher had already introduced the content , so this Visual Arts strategy is being used to assess how much information the students have retained from the lessons.
In the top block labeled #1, the teacher asked students to draw their understanding of the elements of the Southwest American region. Students were given 2 minutes to complete their drawing. Then, students were told to fold their #1 Block back behind their #2 block and then fold the #3 block up, covering the #1 block in the back.
Students then passed their drawing to the right one person over. Depending on the setup of your classroom, you can either pass along rows or, in this class, students were sitting in pods of 3-4 together, so we just passed the papers around each individual pod.
Now the artwork being created will have an additional student artist. In the #2 block, the teacher asked students to draw their understanding of the elements of the Plains region in 2 minutes.
At the end of their time, the students will simply flip the folded paper over so the #3 block is facing up. The paper will be passed to the right again, to a 3rd student. In the #3 block, the teacher asked the students to draw the elements of the Inuit region in 2 minutes. Once the last block is filled, the papers would be passed once more to a student who did not draw on the paper they end up with. At this time, all Relay Drawings were transferred to a different pod, so no student was looking at a paper they drew on.
Then, the teacher will ask the students to unfold the sheet of paper so they can see all three drawings and analyze the visual art. The teacher will call on some students to share with the class the visual art they have analyzed and explain their analysis of one of the boxes on their sheet.
- “What do you know about the Plains region based on the drawing you are holding?”
- “What else might you add to the drawing to complete the picture?”
- If something is not correct, ask the student presenting their analysis to explain why a portion of the drawing does not fit in the region depicted and how they would more accurately depict the region being discussed.
- As we only got through three regions, the activity can be performed again to cover all regions discussed within the lesson.
- I would also encourage analysis to be written on the opposite side of the sheet drawn on if you do not have time during class to have an open discussion. Have students title each region on the opposite side of the sheet and write a few bullet points of why they know the region depicted are the Plains, Inuit, etc.
Purpose: Students practice drawing and close looking. Great for teaching students to draw what they actually see versus what they think they see.
Materials/Playing Space: Pencils, Everyday objects, or images of art works
Step One: Pick objects for students to draw. Place them in front of them. These can be everyday objects from around the classroom (i.e. stapler, pencil box, scissors, erasers, etc.)
Step Two: Have students pick a point on the object where the eye can begin its slow journey around the contour or edge of the object.
Remind students that the eye is like a snail, barely crawling as it begins its journey. When the eye begins to move, so should the hand holding the pencil.
Remind students that at no time should they look at their hand while drawing.
Step Three: Have students draw the entire contour of the object without lifting their pencil from the paper.
Notes/Sidecoaching: Emphasize to the students that they shouldn’t look at their paper while drawing and that their drawings will not look exactly like their subject.
Reading: great for practicing on focusing on the whole picture and important details
Writing: Have students write a list of adjectives to describe their object before drawing. After drawing, have them add to their list based on what they observed. You can also have students write about what their drawing actually came out looking like versus what the object looks like.
Social Studies: have students practice drawing parts of a portrait of a historical figure or scene. After drawing, ask them about what kind of details they noticed that they didn’t notice before and what those details might mean.
PAIR Partner Handbook
Purpose: narrative arc, continuity, improv, story structure, teamwork
Materials/Playing Space: none
Description: 4 players stand in a shoulder to shoulder line. the teacher acts as the “conductor”. The objective is to tell a complete story from beginning to end using logical sequencing. Whenever the conductor points to one of the four students, they will begin speaking. Then, the conductor will point to another student, and they will have to pick up where the previous student left off, even if it was in the middle of a sentence. This continues until the story has reached a resolution.
Notes/Sidecoaching: It may be helpful to ask the students in the “audience” for material to help inspire the story. For example, you could ask for one or two of the following:
- Main character’s name
- What kind of animal is the main character?
- What job does the main character have?
- What is the main character’s big problem?
- What is the setting for our story?
Integration Ideas: beginning/middle/end, creative writing, narrative writing, etc.
You could also adapt the game for a review or pretest of prior knowledge for example, instead of asking the group to tell a story, you could ask them to tell you everything they know about animals that live in the ocean, pollution, Abraham Lincoln, etc.
PAIR Partner Handbook | Games as Metaphor
Purpose: To make players interdependent.
Materials/Playing Space: Open space
Description: One player enters the playing area and becomes part of a large object or organism (animal, vegetable, or mineral). Examples include a machine, clockworks, abstract mechanisms, animals, natural elements. As soon as the nature of the object becomes clear to another player, he or she joins as part of the whole. Play continues until all are participating and working together to form the complete object. Players may assume any movement, sound, or position to help complete the whole.
Possible Variations: Create machines with themes (school, etc.). Try taking out a piece of machine & observe the affect (a nice metaphor for interdependence).
Notes/Sidecoaching: This game is useful as a warm-up or as a close to a session, as it generates spontaneity and energy. Players often stray from the original “idea” of the first player, resulting in fanciful abstraction.
The teacher should use side coaching to help single players join in, those who fear they may be guessing wrong about the object that is forming, or those who rush to join in without awareness of the whole.
Debrief: How would you describe our machine? How did each player add to it? What does this machine say about our theme?
Integration Ideas: Cooperation, interdependence, inventions
PAIR Partner Handbook | Viola Spolin | Games as Metaphor
Purpose: To compare and contrast information and opinions
Materials/Playing Space: A room that can be divided into 3 areas; no materials required. You could create 3 signs if desired for each area of the room: agree, not sure, and disagree.
Description: Clear a space in the room and designate three sections in the following order: I agree, I’m not sure, I disagree. Read out prepared statements such as: “I like to watch movies.” “I think people with money should share with those who are poor,” etc. Ask the students to vote with their feet by standing in the section that best expresses their opinion. Discuss.
The goal of this activity is to ask everyone to think about the subject matter in the statements, begin to feel comfortable sharing their point of view in the group, and earn about other people’s point of view.
Notes/Sidecoaching: This activity is about being nonjudgmental, listening, and agreeing to disagree. Support these behaviors.
This is not a debate. No one can respond to anyone else’s opinion. Make it very clear that you won’t tolerate a moment of the space feeling unsafe during this activity.
No one has to speak. People can say “pass” or “it’s been said.”
Always have the smallest group discuss their choice last.
Language Arts: Connect this activity to themes from your readings. Challenge students to explore their own personal connections or opinions about the theme. Have students write about a time when they dealt with a similar issue.
Social Studies: Connect this activity to an issue in history. Challenge students to explore their own personal connections to or opinions about the issue.
Science: Connect this activity to ethical questions in science. Challenge students to explore their own personal connections or opinions about these questions.