Brewer Elementary Year One
Learning Objective/Exit Outcomes:
For students to review everything learned about Harriet Tubman.
SS1H1 The student will read about and describe the life of historical figures in
Harriet Tubman (Underground Railroad)
SS1CG1 The student will describe how the historical figures in SS1H1a display positive character traits of fairness, respect for others, respect for the environment, conservation, courage, equality, tolerance, perseverance, and commitment.
VA1.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.
- Generate individual and group ideas in response to visual images and personal experiences.
- Generate visual images in response to open ended prompts, themes, and narratives.
VA1.CR.2 Create works of art based on selected themes.
- Create works of art emphasizing one or more elements of art and/or principles of design.
- Create works of art that attempt to fill the space in an art composition.
VA1.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy.
- Use a variety of strategies for art criticism.
- Explain how selected elements of art are used in works of art to convey meaning.
- Demonstrate an appreciation for art and art making processes by communicating thoughts and feelings.
VA1.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.
- Explore universal concepts (e.g. self, family, community, world) inspired by other subject areas.
Social Studies & Visual Arts
Open classroom space
Whiteboard or large paper
Gather students around the white board/large paper. Use visual art terminology like line, shape, texture, shade, and saturation to explain what type of drawing they will be doing. If there is a longer period of time, students can choose 26 words, one for each letter of the alphabet, that describes Harriet Tubman.
In this case, the class chose only 7 words, one word for each letter in, “Harriet,” to describe her. Once the words are selected, students will use concepts of color, shape, composition, and scale to artfully “graffiti” the words they have chosen on the whiteboard/large paper.
An outsider looking at their finished work should have an understanding of each word just from looking at the finished work. If the class chose the words, “Runaway Slave,” for one of the Rs in, “Harriet,” the student doing the drawing might try to make the words look like they are running off the page. If the word chosen is, “Hero,” for the letter H in, “Harriet,” the class might discuss using bold line quality and highly saturated color before the chosen student begins to draw.