Lesson One
Lesson Title
Culture and Food
Lesson Theme
Family
Grade Level and Duration
6th Grade. Seven class sessions.
General Lesson Objectives
Upon completion of this lesson, students will be able to use visual memory skills to produce a work of art. Students will be able to identify the components of an artist’s style, including materials, designs, methods, and subject matter. For a short studio assignment students will create a story quilt out of paper and textiles.
Teacher Materials
Artworks:
Dinner at Aunt Connie’s House, Faith Ringgold, 1986
Mixed Greens, Mary Mashuta and Annie Somerville, date?
(transparencies or posters)
Books:
Ringgold, Faith. Dinner at Aunt Connie’s House, Hyperion Paperbacks for Children, New York, 1996.
Overhead Projector
Screen
Student Materials
8x10 White Drawing Paper (enough for writing and drawing)
Posterboard
Pencils
Erasers
Colored Pencils
Scrap pieces of fabric swatches
Glue
Scissors
Vocabulary
Story Quilts: An art quilt that has a story.
Artist’s Style: The identifying characteristics of the artist.
Materials: What the artist’s uses to create a piece of work.
Design: The plan the artist uses to organize the art elements (line, shape, form, space, etc.) in a work of art to achieve a unified composition.
Subject Matter: The subject of the artwork.
Culture: The way people do and think about a shared group of ideas and practices.
Specific Learning Objectives
1. By viewing two artworks and discussing culture, family, and food, 6th grade art students will respond to works of art and analyze in terms of cultural and visual meaning.
2. The students will create a story quilt with a border that includes a written short story.
3. The most successful students will communicate to the viewer their understanding of the how different cultures influence artists and their works. Students will also be able to communicate an understanding of visual memory skills and artist’s styles.
Motivational Activity
Day 1
Have all of the works of art out and ready to discuss. The teacher will show the students the different works of art and ask questions.(see list below) Read Dinner at Aunt Connie’s House first. Show Dinner at Aunt Connie’s House overhead and discuss. Show Mixed Greens overhead and discuss.
1. What does Faith Ringgold discuss in her book?
2. What media does Faith Ringgold use?
3. What kind of quilt is this?
4. What is a story quilt?
5. Why does Faith Ringgold center her quilt design on a table?
6. What are Mary Mashuta and Annie Somerville trying to convey in their quilt?
7. How does food and culture relate to one another?
8. What is artistic style?
9. How does material create artistic style?
10. How does the design of an artist create that artist’s style?
11. How does the methods of an artist create style?
12. How does the subject matter create an artist’s style?
13. What would you create a story quilt from?
14. How does using your memory affect your work?
15. How does culture affect an artist’s style?
16. What is culture?
The teacher should ask the questions for each overhead or poster shown. The teacher does not have to use these questions in the same sequence. The teacher should then assign the students to write a short one-page story about culture and food.
Day 2
The teacher should refresh the student’s memories by showing the two overheads again.
Day 6
Teacher will refresh student’s memories by showing Faith Ringgold’s Dinner at Aunt Connie’s House.
Standards of Learning
6.4 The student will use visual memory skills to produce a work of art.
6.10 The student will identify the components of an artist’s style, including materials, design, methods, and subject matter.
6.17 The student will identify the relationship between art processes and final solutions.
6.19 The student will respond to works of art and analyze responses in terms of cultural and visual meanings.
Advanced Organizer
The following must be accomplished before the class begins:
Have overhead projector set up or posters up.
Have overheads ready.
Paper, pencils, scissors, erasers, colored pencils and glue must be out on the counter.
Lesson Sequence
Day 1
Do the motivational activity with the overheads or posters.
Have the students begin brainstorming their short stories. Explain to students that they are to write a one-page story on food and family.
Day 2
Do the day 2 motivational activity.
Students will continue working on their short stories.
Students should have their stories completed by the next class.
Day 3
The teacher should review the criteria and expectations of the assignment.
The teacher should pass out the 8x10 blank paper and colored pencils.
Students will then be instructed to draw a scene from their short stories.
Day 4
The teacher will allow the students to continue working on their drawings.
Students will be instructed to have their drawing completed by the next class.
Day 5
The teacher will then hand out the posterboard, textiles, scissors and glue to the students.
Students will create a border and glue it to the posterboard.
Day 6
Students will continue working on the quilt border.
Teacher will instruct the students to rewrite their short story on another piece of paper and glue it onto the quilt border.
Students will be instructed to have the quilt finished by next class.
Day 7
Teacher will have students present and discuss their story quilts with the class.
Closure
Have one student pass out the student’s folders. Have another student pick up the pencils, crayons, erasers, glue, and/or scissors. Have a student pick up the folders. All other students are to be in their seats. Dismiss students when the bell rings.
Transition
Tell students that they will be continuing to work with the subject of food and quilts. Tell students to research story quilts that are related to food.
Evaluation
Student Evaluation
Students will be evaluated on their understanding of producing works of art through visual memory. Students are also evaluated on their understanding of the components of an artist’s style.
Lesson Evaluation
The teacher will need to provide good visuals and definitions. The lesson will fail without this information.
Modifications
Make sure that all art supplies are brought with the teacher. If the special need students are not able to concentrate on the drawing part let them draw what they can.
References
Ringgold, Faith. Dinner at Aunt Connie’s House, Hyperion Paperbacks for Children, New York, 1996.
Hobbs, Jack and Richard Salome. The Visual Experience, Davis Publications, Inc., Massachusetts, 1991.
Reproductions
Dinner at Aunt Connie’s House, Faith Ringgold, 1986
Mixed Greens, Mary Mashuta and Annie Somerville, date?
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