Haitian Drum Art: Recycling and Reproducing

JessBeach

Student Teaching: Greene Elementary

Grade 4

Haitian Drum Art

January 2008

Lesson 2

Haitian Drum Art: Recycling and Reproducing

I. Topic

• Content: Haitian Drum Art
• Concept Statement: Haitian artist create work by recycling oil drums.

II. Objectives

After the lesson the students will be able to…

Verbally discuss and describe how Haitian drum art creates art by recycling.

Verbally review what shapes can be used in making art.

Create a piece of recycled art from meat trays that is an abstracted self portrait.

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

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

4.10The student will create abstract works of art.

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

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

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

• Related Virginia Standards of Learning for English

4.1The 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 communicateideas.

• Related Virginia Standards of Learning for Math

4.16The 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………….. 5 min.

Inst. Input……..……. 7 min.

G. Practice………...... 5 min.

I. Practice……………17 min.

Closure………………5 min.

Total Time………….. 41 min.

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

The class may also need two class period to complete the Independent Practice.

VI. Materials and Resources

• Posters of Haitian Drum Art
• Sound Recording of Haitian Drum Artists at Work
• Sketches from previous class
• White Chalk
• Meat Trays
• Glue
• Scissors
• Flip Chart
• Demo Model of Sketches
• Demo Model of Final Pieces
• Demo Model of In-process Piece
• Baggies for Each Student’s Styrofoam Pieces

VII. Itinerary and Strategies

• Vocabulary:(Introduced throughout the lesson)

Haiti- Haiti is a country in the Caribbean. (Review)

Parallel- When lines run directly next to each other

Perpendicular- When lines run into each other to form a “T”

Recycle- To reuse something to make something else

Abstraction- Something is different from the realistic. (Review)

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

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

• 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 (and Review from previous lessons): (5 Minutes)

Play sounds of artist making drum art.

While music is going, “Write one thing down about yourself.”

“What do you hear? This is the sound of artists in Haiti working on ‘drum art’.”

 “What do you think drum art is?”

Allow response time. “Listen to the sounds; what types of material are they using?”

[Transition into Instructional Input/Discussion]

• Instructional Input/Discussion:(7 Minutes)

Show posters of different pieces of drum art.

“They call this type of art drum art because the artists recycle large oil drums to make art. What does recycle mean?”

“The artists reuse this material by burning out all of the oil and then cutting the drums into long strips of metal. They call these strips of metal canvases. Then they pound the strips of metal into works of art like these.” (Show posters again)

“What do you see in these works of art?”

“How do they tell you a story? Who made them? Where they were made?”

“Why is recycling important?”

Allow students to respond. “Each of you will have a chance to make artwork through recycling.” [Transition into Guided Practice]

• Guided Practice:(5 Minutes)

Demonstrate how to draw a chalk line on the meat tray and cut out their shapes.

“Look at the shapes you have in your sketches. How can you translate those into actual shapes.”

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

“How will you show that you are recycling in your work of art?”

Show the demonstration model. “Now we will move onto recycling to make art.”[Transition into Independent Practice]

• Independent Practice: (17 Minutes/or possibly another class period)

The students will create a piece of recycled art from meat trays that is an abstracted self portrait.

Demonstrate how to draw on the meat trays with chalk and how to cut out and glue down shapes. “The Haitian drum artists also use chalk to outline their ideas on the drums.”

 “How did you tell your story?”

“How did you make an abstraction from using shapes?”

Give three minute warning.

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

• Closure: (5 Minutes)

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

“How do your stories differ/relate?”

“How do the lines and abstraction aid your story?”

• Extra Time:

If there is extra time a student may move onto the next step of covering his/her piece in foil.

VIII. Evaluation Strategies

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