Aboriginal Dreamtime: Patterns & Symbols

4/3/12

3rd Grade

Aboriginal Dreamtime: Patterns & Symbols

Total Days: 3

Big Ideas /Key Concepts Essential Questions Project Goal

Symbolism & Patterns Can you make your own reality? Is nature the sources of all inspiration? The students will learn about the Aboriginal people of Australia, their symbols, and their art. Students will create their dot painting inspired by the Aborigines. This painting will include animals from Australia and symbols used by the Aboriginal people.

Primary Artwork(s) Studied

Snakes At Waterhole Dreaming Crocodile

Genre/Type of Art/Media
Aboriginal Dot Painting/Acrylic on Canvas Aboriginal-Tiwi Painting/Acrylic on Canvas

Emu Dreaming at Kanpi Where Emu Ancestors Gathered Before Traveling to Kintore
What makes this important art to study? The Aboriginal culture is one of the oldest indigenous cultures still intact and thriving today. Their paintings embody their philosophy on life and nature around them. It is important to learn from our ancestors, to know their stories and understand how they dealt with tribulations. This understanding can possibly help us in the future with similar issues.

Aboriginal Dot Painting/Acrylic on Canvas

Rationale
What makes it appropriate for my grade level? It is in 3rd grade that they learn about Australia in their social studies unit. Learning about the Aboriginal people and culture can help expand their understanding of Australia and give them more well rounded knowledge.

21st Century Skills

Critical and Creative Cognitive Processes Emphasized in This Lesson
Drew Testa

Aboriginal Dreamtime: Patterns & Symbols

4/3/12

Aboriginal Dreamtime: Patterns & Symbols

Concept Map: Where Are We Going?
Days Title of Artwork, Artist & Type of Art Culture & Date Big Ideas Visual Stuff Elements, Etc. Visual Organizati on Principles of Design Day 1 Snakes at Waterhole Dreaming, Karen Taylor, Aboriginal Dot Painting Crocodile, Edwin Fernando, Aboriginal Tiwi-style Painting Aboriginal Culture, 21st Century Patterns & Symbolism Day 2 Snakes at Waterhole Dreaming, Karen Taylor, Aboriginal Dot Painting Crocodile, Edwin Fernando, Aboriginal Tiwi-style Painting Aboriginal Culture, 21st Century Patterns & Symbolism Day 3 Snakes at Waterhole Dreaming, Karen Taylor, Aboriginal Dot Painting Crocodile, Edwin Fernando, Aboriginal Tiwi-style Painting

Aboriginal Culture, 21st Century

Patterns & Symbolism

Color & Shape

Color & Shape

Color & Shape

Repetition/Pattern, Contrast

Repetition/Pattern, Contrast

Repetition/Pattern, Contrast

Meaning Making

Creating art that is inspired by the Aboriginal people will give students a better understanding of these indigenous people and Australia as a whole. Colored Paper, Scissors, Pencils, Stencils, Glue Stick Intro PowerPoint presentation of Aboriginal Art & Culture

Creating art that is inspired by the Aboriginal people will give students a better understanding of these indigenous people and Australia as a whole. Large Q-tips, Acrylic Paint

Creating art that is inspired by the Aboriginal people will give students a better understanding of these indigenous people and Australia as a whole. Large Q-tips, Acrylic Paint

Media & Tools Literacy Support

Final Reflection Worksheet

Aboriginal Dreamtime: Patterns & Symbols

Drew Testa

Aboriginal Dreamtime: Patterns & Symbols

4/3/12

NYS Visual Arts/Elementary

Standard #1 - Creating, Performing, and Participating in the Arts Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works. a) Experiment and create art works, in a variety of mediums (drawing, painting, sculpture, ceramics, printmaking, video, and computer graphics), based on a range of individual and collective experiences. b) Develop their own ideas and images through the exploration and creation of art works based on themes, symbols, and events. c) Understand and use the elements and principles of art (line, color, texture, shape) in order to communicate their ideas. d) Reveal through their own art work understanding of how art mediums and techniques influence their creative decisions. e) Identify and use, in individual and group experiences, some of the roles and means for designing, producing, and exhibiting art works. Standard #2 - Knowing and Using Arts Materials and Resources Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts. a) Understand the characteristics of various mediums (2-D, 3-D, electronic images) in order to select those that are appropriate for their purposes and intent. b) Develop skills with electronic media as a means of expressing visual ideas. c) Know about some cultural institutions (museums and galleries) and community opportunities (art festivals) for looking at original art and talking to visiting artists, to increase their understanding of art. d) Give examples of adults who make their livings in the arts professions. Standard #3 - Responding to and Analyzing Works of Art Students will reflect on, interpret, and evaluate works of art, using the language of art criticism. Students will analyze the visual characteristics of the natural and built environment and explain the social, cultural, psychological, and environmental dimensions of the visual arts. Students will compare the ways in which a variety of ideas, themes, and concepts are expressed through the visual arts with the ways they are expressed in other disciplines. a) Explain their reflections about the meanings, purposes, and sources of works of art; describe their responses to the works and the reasons for those responses. b) Explain the visual and other sensory qualities (surfaces, colors, textures, shape, sizes, volumes) found in a wide variety of art works. c) Explain the themes that are found in works of visual art and how the art works are related to other forms of art (dance, music, theatre, etc.) d) Explain how ideas, themes, or concepts in the visual arts are expressed in other disciplines (e.g., mathematics, science, literature, social studies, etc.) Standard #4 - Understanding the Cultural Dimensions and Contributions of the Arts Students will explore art and artifacts from various historical periods and world cultures to discover the roles that art plays in the lives of people of a given time and place and to understand how the time and place influence the visual characteristics of the art work. Students will explore art to understand the social, cultural, and environmental dimensions of human society. a) Look at and discuss a variety of art works and artifacts from world cultures to discover some important ideas, issues, and events of those cultures. b) Look at a variety of art works and artifacts from diverse cultures of the United States and identify some distinguishing characteristics. c) Create art works that show the influence of a particular culture.

Drew Testa

Aboriginal Dreamtime: Patterns & Symbols

4/3/12

National ELA Common Core Standards

Comprehension and Collaboration

SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. o Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. o Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). o Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. o Explain their own ideas and understanding in light of the discussion. SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Conventions of Standard English

L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. o Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. o Form and use regular and irregular plural nouns. o Use abstract nouns (e.g., childhood). o Form and use regular and irregular verbs. o Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. o Ensure subject-verb and pronoun-antecedent agreement.* o Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. o Use coordinating and subordinating conjunctions. o Produce simple, compound, and complex sentences.

Knowledge of Language

L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. o Choose words and phrases for effect.* o Recognize and observe differences between the conventions of spoken and written standard English.

Vocabulary Acquisition and Use

L.3.4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. o Use sentence-level context as a clue to the meaning of a word or phrase. o Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). o Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). o Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.6. Acquire and use accurately grade-appropriate conversational, general academic, and domainDrew Testa

Aboriginal Dreamtime: Patterns & Symbols

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specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Aboriginal Dreamtime: Patterns & Symbols

Activities Schedule in Brief
Day 1: We will first go over a PowerPoint presentation about the Aboriginal culture and their art. The presentation will also go over the lessons vocabulary, symbols that the Aboriginal culture uses in paintings and animals of the Australian outback. Students will then start working on creating their painting. They will choose one animal stencil to use and trace it twice on a piece of earth toned paper. Students will then cut out both tracings and glue them down to their black background and also draw a few symbols onto their paper. Day 2: Today, students will start adding color and patterns to their work. Before students start working, they will watch a demonstration of how they will be painting with Q-tips and how to create the radiating color patterns. Day 3: Today, students will be finishing up their Aboriginal paintings. Before the end of class, students will fill out a wrap-up sheet that will be attached to their work. The following week, students will take their work home with them to be seen by their parents and signed.

Drew Testa

Aboriginal Dreamtime: Patterns & Symbols

4/3/12

Day 1 of 3 We will first go over a PowerPoint presentation about the Aboriginal culture and their art. The presentation will also go over the lessons vocabulary, symbols that the Aboriginal culture uses in paintings and animals of the Australian outback. Students will then start working on creating their painting. They will choose one animal stencil to use and trace it twice on a piece of earth toned paper. Students will then cut out both tracings and glue them down to their black background and also draw a few symbols onto their paper. Teacher Materials List
PowerPoint Presentation Teachers Example Colored Paper Stencils & Pencils Scissors

Student Materials List

Colored Paper Stencils & Pencils Scissors Glue Sticks

Concept & Content Categories

Primary Vocabulary

Concept Elaboration Vocabulary

Most important vocabulary are highlighted to indicate they will emphasized in lesson; and assessed for retention and understanding. Categories that are not needed on this day of the lesson may be deleted or left blank.

Art History
recall or research

Elements, Art Criticism

and/or things in image you want students to notice+ special adjectives

Visual organization
Principles and/or other composition terms + special adjectives

Aborigines have been making similar art works Many Aboriginal paintings contain for centuries. Their work patterns and their own unique is inspired by nature and symbolism. the Dreaming. Aboriginal paintings contain multiple earth tone colors and Color & Shapes distinctive shapes through negative space. The Aboriginal dot paintings of the Pattern/Repetition & desert regions, create contrasting Contrast color patterns through the repetitive application of dots. Creating art that is inspired by the Aboriginal people will give students a better understanding of these indigenous people and Australia as a whole. Colored Paper, Stencils, Pencils, Scissors, Glue Sticks

Meaning-making:
Feels like, seems like, represents, suggests, implies, symbolic of, etc.

Art

Media & Tools

Drew Testa

Aboriginal Dreamtime: Patterns & Symbols

4/3/12

Making

Techniques + Craftsmanship

Carefully traces their stencils onto colored paper Accurately cuts out tracings Neatly glues down cut-outs Works carefully Patience

Stewardship Closure (1 or more of)

Reflect/Review: Look back and consolidate Transfer to different context Assess: evaluate and set goals Plan: Look forward, prepare, plan next step, imagine what if?

Review the new vocabulary Compare what they know about Australia and their new knowledge on the Aboriginal culture

Most Important Concepts/Skill s

Conceptual Gain
- Write the talk - Think in metaphor - Big ideas apparent

Assessment: you know students have gotten it when they

Explain who the Aborigines are Talk about the Aboriginal culture and how it relates to their art Understands and uses the following words properly during the lesson and closure: patterns, symbols, contrast, earth tone colors, shapes Carefully traces their stencils onto colored paper Accurately cuts out tracings Neatly glues down cut-outs Listens carefully and follows along with the PowerPoint presentation. Works quietly without disrupting their neighbors Collects and cleans up their materials in a timely manner

Vocabulary
- Declarative Knowledge - Talk the talk

Media Skills
- Procedural Knowledge - Walk the walk

Self-Monitoring
- Procedural Knowledge - Walk the walk

Lesson Steps & Activities

Greet Students at door Go over brief summary of what we will be doing 1 Presentation . Demo Worksheet

Mi n

Cognitive Skills

Drew Testa

Aboriginal Dreamtime: Patterns & Symbols

4/3/12

2 .

PowerPoint Presentation: Go Over Vocab words Introduce Aborigines and Aboriginal Culture Introduce The Dreaming and Aboriginal Art Show some examples of their art Tracing/Cutting/Gluing Demo: Show students the teachers example and ask the students how they think I created it. How did I make the clay piece for this work? Demonstrate with the ELMO how to use the stencils, cut out the tracing and how/where to glue down the cut-outs Art Activity: Have a students come up one table at a time to choose their colored paper for their animal While tables are coming up to choose have students pass out black paper backgrounds and other supplies. I will be circulating around the classroom so that I can help out any student that needs it. If students finish their worksheet and I have approved it, they will be able to start some free time drawings. Clean-up: Have students helpers collect materials and put them away Students should pile their work in the middle of their tables Students sit back down Closure: Ask students questions about vocabulary that we went over Ask students about what they learned and how it relates to what they learned in social studies about Australia

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3 .

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15

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6 .

Drew Testa

Aboriginal Dreamtime: Patterns & Symbols

4/3/12

Day 2 of 3 Today, students will start adding color and patterns to their work. Before students start working, they will watch a demonstration of how they will be painting with Qtips and how to create the radiating color patterns. For students that are still working on tracing and cutting out their animals, they will continue to work on this until they can move on. Teacher Materials List
Teachers Example Colored Paper Stencils & Pencils Scissors Paint & Q-tips

Student Materials List

Colored Paper Stencils & Pencils Scissors Glue Sticks Paint & Q-tips

Concept & Content Categories

Primary Vocabulary

Concept Elaboration Vocabulary

Most important vocabulary are highlighted to indicate they will emphasized in lesson; and assessed for retention and understanding. Categories that are not needed on this day of the lesson may be deleted or left blank.

Art History
recall or research

Art

Color & Shapes

Aborigines have been making similar art works for centuries. Their work is inspired by nature and the Dreaming. Aboriginal paintings contain multiple earth tone colors and distinctive shapes through negative space.

Many Aboriginal paintings contain patterns and their own unique symbolism. The use of fabric and other fiber mediums really emphasizes different textures. Also the forms created are very fluid in nature.

Drew Testa

Aboriginal Dreamtime: Patterns & Symbols

4/3/12

Criticism

Pattern/Repetition & Contrast

The Aboriginal dot paintings of the desert regions, create contrasting color patterns through the repetitive application of dots.

A good amount of process work incorporates some sort of repetition or pattern. These works also seem to have a sense of unity as well.

Meaning-making:

Feels like, seems like, represents, suggests, implies, symbolic of, etc.

Creating art that is inspired by the Aboriginal people will give students a better understanding of these indigenous people and Australia as a whole. Colored Paper, Stencils, Pencils, Scissors, Glue Sticks Carefully traces their stencils onto colored paper Accurately cuts out tracings Neatly glues down cut-outs Patiently applies painted dots to their work. Works carefully Patience

Art Making

Media & Tools Techniques + Craftsmanship

Stewardship Closure (1 or more of)

Reflect/Review: Look back and consolidate Transfer to different context Assess: evaluate and set goals Plan: Look forward, prepare, plan next step, imagine what if?

Ask students what difficulties they had with todays lesson and see if other students might have solutions.

Most Important Concepts/Skill s

Conceptual Gain
- Write the talk - Think in metaphor - Big ideas apparent

Assessment: you know students have gotten it when they

Explain who the Aborigines are Talk about the Aboriginal culture and how it relates to their art Discuss how the dots we are painting relate to Aboriginal art Understands and uses the following words properly during the lesson and closure: patterns, symbols, contrast, earth tone colors, shapes Carefully traces their stencils onto colored paper Accurately cuts out tracings Neatly glues down cut-outs Patiently applies painted dots to their work.

Vocabulary
- Declarative Knowledge - Talk the talk

Media Skills
- Procedural Knowledge - Walk the walk

Self-Monitoring
- Procedural Knowledge - Walk the walk

Works quietly without disrupting their neighbors Collects and cleans up their materials in a timely manner

Lesson Steps & Activities

Drew Testa

Mi

Cognitive

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Aboriginal Dreamtime: Patterns & Symbols

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n
Greet Students at door Go over brief summary of what we will be doing 1 Review . Demo Painting/Tracing Dot Painting Demo: Show students the teachers example and ask the students how they think I made the painted dots. Demonstrate with the ELMO how to use the q-tips to paint some symbols and to create the colored dot patterns. Art Activity: Have a couple of students pass out the bags of work to each table. Paints and other supplies will be set up for the students before they arrive I will be circulating around the classroom so that I can help out any student that needs it. As students finish their tracing, cutting and gluing, they will move on to painting. Clean-up: Have students helpers collect materials and put them away Students will put their wet paintings onto the drying rack. One or two students will help out with the rack Students sit back down Closure: Ask students what difficulties they had with todays lesson and see if other students might have solutions.

Skills

2 .

10

3 .

25

4 .

5 .

Drew Testa

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Aboriginal Dreamtime: Patterns & Symbols

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Day 3 of 3 Today will be Challenge Day 2. Each group will have to complete a Process Sculpture Challenge. Todays challenge will be to create a sculpture or relief that uses collating and/or grouping, it must incorporate 10 large fabric squares, 20 pieces of wood and yarn. It also has to be at least 2 feet in one dimension (a different dimension than previously used). The sculpture will also have to embody the idea of adventure. The last 5 or 10 minutes of class will be devoted to group scoring and clean up. Teacher Materials List
Fabric Squares, Wood Scraps Yarn Scissors, Hot Glue Teachers Example

Student Materials List

Fabric Squares, Wood Scraps Yarn Scissors, Hot Glue

Concept & Content Categories

Primary Vocabulary

Concept Elaboration Vocabulary

Most important vocabulary are highlighted to indicate they will emphasized in lesson; and assessed for retention and understanding. Categories that are not needed on this day of the lesson may be deleted or left blank. Drew Testa

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Aboriginal Dreamtime: Patterns & Symbols

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Art History

recall or research

Process Art evolved out of the Minimalist and Abstract Expressionist styles. It started around the 1960s and still is in use today, Texture, Form

Process Art focuses on the work ethic of Minimalism by taking the process to the extreme, while also incorporating the adventure of Pollocks drip paintings. The use of fabric and other fiber mediums really emphasizes different textures. Also the forms created are very fluid in nature. A good amount of process work incorporates some sort of collating and/or grouping. These works also seem to have a sense of unity as well.

Elements, Art Criticism

and/or things in image you want students to notice+ special adjectives

Visual organization
Principles and/or other composition terms + special adjectives

Collating/Grouping, Unity

Meaning-making:

Feels like, seems like, represents, suggests, implies, symbolic of, etc.

Creating art by concentrating on the process rather than the product will help expand the idea of what art can be for young students. Fabric Squares, Wood Scraps, Yarn, Hot Glue, Scissors Carefully cuts fabric and yarn Uses hot glue with caution Exercises their best effort to make their craftsmanship the best it can be. Works carefully Patience

Art Making

Media & Tools Techniques + Craftsmanship

Stewardship Closure (1 or more of)

Reflect/Review: Look back and consolidate Transfer to different context Assess: evaluate and set goals Plan: Look forward, prepare, plan next step, imagine what if?

Students will look back at what they have made and talk about how their group work shows the concept of adventure. Students will also be scoring each other, which will have them reflect on how well their peers have accomplished the scoring goals.

Most Important Concepts/Skill s

Conceptual Gain
- Write the talk - Think in metaphor - Big ideas apparent

Assessment: you know students have gotten it when they

Discuss how their group creation embodies the concept of adventure Decide how their peers should be graded and discuss how well other students did on this challenge. Understands and uses the following words properly during the lesson and closure: process art/process, concept/conceptual, adventure, collating/grouping

Vocabulary
- Declarative Knowledge - Talk the talk

Drew Testa

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Aboriginal Dreamtime: Patterns & Symbols

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Media Skills
- Procedural Knowledge - Walk the walk

Cautiously uses hot glue Carefully attaches different materials together Neat presentation Listens Carefully to directions Works quietly without disrupting their neighbor groups Collects and cleans up their materials in a timely manner

Self-Monitoring
- Procedural Knowledge - Walk the walk

Lesson Steps & Activities

Intro to what we will be doing today Challenge Day 2 Team Explanation Team Scoring Talk about the idea of concepts in art work Intro to Challenge 2: Most of this class period will be dedicated to our first lesson Each group will have to create a sculpture or relief that uses collating or grouping, it must incorporate 10 fabric squares, 20 wood scraps, and yarn and it has to be at least 2 feet in one dimension. This sculpture will also have to be influenced by the concept of adventure. Let the students know that at the end of the challenge each group will have to defend their sculpture and explain how their sculpture came to be and how it shows collating or grouping. Also, how it conveys the concept of adventure. Explain the scoring and how they will be scored by the other teams. Challenge! Start the challenge. Groups will get all the materials they need. Walk around and help teams with anything they might need. Defense and Scoring: Have all groups stop working Have one group at a time say their defense for their piece After each groups defense, they will be scored by the other groups Each group will be scored on concept, use of collating/grouping, craftsmanship and awesome factor Clean-Up: Have students put away their materials. Students can put away their sculpture Students sit back down

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Cognitive Skills

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2 .

3 .

19

4 .

17

5 .

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Aboriginal Dreamtime: Patterns & Symbols

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Aboriginal Dreamtime: Patterns & Symbols

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