Jess Beach

Student Teaching: Greene Elementary

Grade 4

Haitian Drum Art

January 2008

Lesson 1

Haitian Drum Art: Abstraction through Shapes

I. Topic

·  Content: Haitian Drum Art

·  Concept Statement: Haitian artist create work by using many different shapes.

II. Objectives

After the lesson the students will be able to…

ü  Verbally discuss and describe how Haitian drum art uses shapes.

ü  Write a list of important facts about themselves that they will use to develop into a story and for ideas for their final piece.

ü  Sketch what they plan to make with their recycled art on a piece of white 11”x17” paper (which is divided into four quadrants) with a black colored pencil.

ü  Verbally explain their visual self-portraits.

III. Standards of Education

·  Related National Standards for the Arts

1c Students use different media, techniques, and processes to communicate ideas, experiences, and stories

1d Students use art materials and tools in a safe and responsible manner

2c Students use visual structures and functions of art to communicate ideas

3b Students select and use subject matter, symbols, and ideas to communicate meaning

4c Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art

5b Students describe how people's experiences influence the development of specific artworks

·  Related Virginia Visual Arts Standards of Learning

4.1 The student will research and generate ideas for creating works of art, using discussion.

4.2 The student will use thumbnail sketches to document thought processes when creating works of art.

4.5 The student will identify and use variety, repetition, and unity in a work of art.

4.10 The student will create abstract works of art.

4.17 The student will interpret works of art for multiple meanings.

4.24 The student will discuss how personal beliefs influence responses to works of art.

4.13 The student will recognize, compare, and contrast the characteristics of diverse cultures in contemporary works of art.

·  Related Virginia Standards of Learning for English

4.1 The student will use effective oral communication skills in a variety of settings.

a) Contribute to group discussions.

b) Seek ideas and opinions of others.

c) Use evidence to support opinions.

d)  Use grammatically correct language and specific vocabulary to communicate ideas.

·  Related Virginia Standards of Learning for Math

4.16 The student will identify and draw representations of lines that illustrate intersection, parallelism, and perpendicularity.

IV. Student Group Targeted

·  Elementary, 4th Grade

V. Time Required

·  The lesson will be completed in one 45 minute class period and is a part of a unit.

Time Flow

Introduction………….2 min.

Motivation………….. 2 min.

Inst. Input……..……. 10 min.

G. Practice………...... 5 min.

I. Practice……………20 min.

Closure………………3 min.

Total Time………….. 40 min.

Note: The class is actually a few minutes longer but this accounts for transition times.

VI. Materials and Resources

·  Posters of Haitian Drum Art

·  11”x17” White Paper

·  Black Colored Pencils

·  Flip Chart

·  Demo Model of Sketches

·  Demo Model of Final Pieces

·  Demo model of In-process Piece

·  Cut out of different shapes (At least 25)

VII. Itinerary and Strategies

·  Vocabulary: (Introduced throughout the lesson)

Haiti- Haiti is a country in the Caribbean.

Abstraction- Something is different from the realistic.

Geometric- A shape that has a name, such as a circle or square.

Organic- A shape that has no name, like a mud puddle or cloud.

·  Introduction: (2 Minutes)

Meet student in the hall. “What are some of Ms. Mathews rules?” Allow response time. Encourage students to explain rules that have multiple meanings (e.g. the word respect). “Well, I have the same rules as Ms. Mathews and today will be no different. Let’s get started!” Praise their knowledge of the rules.

·  Motivation : (2 Minutes)

Pass out different shapes before entering class.

“What shapes do you have?”[Transition into Instructional Input/Discussion]

·  Instructional Input/Discussion: (10 Minutes)

Show posters of different pieces of drum art.

Briefly define difference between geometric and organic shapes.

ü  “What shapes do you see in this artwork?”

ü  “If you have a (shape passed out in beginning of class) where can you find it in the artwork?”

Explain what Haitian drum art is.

ü  “What do these pieces of drum art tell you about the person who made them?”

Allow students to respond. “Each of you will have a chance to make your own mask like the Haitian drum art by using shapes to describe who you are..” [Transition into Guided Practice]

·  Guided Practice: (5Minutes)

Demonstrate how to fold paper into four quadrants.

The student will quickly write things about themselves on the first quadrant of their 11”x17” white sketch paper.

They will answer questions such as:

What is your favorite

-food?

-color?

-game?

-show?

-hobby?

-subject in school?

Then they will be asked five things about themselves that they feel makes them special.

Show the demonstration model. “Now I want you to look at the things that make you special; how can you show me those things in your art.” Show my demo model and explain. [Transition into Independent Practice]

·  Independent Practice: (20 Minutes)

Each student will sketch their own piece of wall art that contains their own story onto a white piece of 11”x 17” paper divided into four quadrants with a pencil at least three times. Show demo model of sketch.

“Your piece should be an abstract self portrait of you. What does abstraction mean? What shapes will use to make an abstraction?”

“Look at the one thing you wrote about yourself; how can you use these words to tell a story about yourself in your self portrait?”

ü  “What story do you want to tell about yourself?”

“Now, I would like to find out about some of your stories.” [Transition into Closure]

·  Closure: (3 Minutes)

The students will verbally describe their choice of shape to create abstraction to each other while describing their stories.

ü  “How do your stories differ/relate?”

ü  “How do the shapes aid your story?”

·  Extra Time:

If there is extra time a student may move onto the next step of cutting out shapes from Styrofoam trays.

VIII. Evaluation Strategies

After the lesson the student
will be able to…

Objectives / Verbally discuss and describe how Haitian drum art uses shapes. / Write a list of important facts about themselves that they will use to develop into a story and for ideas for their final piece. / Sketch what they plan to make with their recycled art on a piece of white 11”x17” paper (which is divided into four quadrants) with a black colored pencil. / Verbally explain their visual self-portraits.
Excellent
Competent
Needs Work

Note: When filling in the grades I will write specific reasons for that grade.

IX. Supplemental Activities

Since this is part of a larger unit the students may be asked to learn about other forms of Haitian art from dance to literature.

X. References

http://www.art-ickles.com/store/0-HAITIAN-STEEL-DRUM-ART.asp

http://www.origincrafts.com/chamba-cookware.html

http://www.haitianpaintings.com/hp.asp?page=METAL_GALLERY