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Tiger Team 1 - Jenna Covington, Andrea Hendrix, Ali Pemberton, Colleen Roetemeyer, Emily Brewer
TITLE OF LESSON- Message in a Bottle Self Identity
GRADE LEVEL: 5
NATIONAL CORE ARTS STANDARDS (NCAS)CREATING: Organize and Develop Artistic Ideas and Work
1.5a: Experiment and develop skills in multiple art-making techniques and approaches
through practice.
3.5a: Identify, describe, and visually document places and/or objects of personal
significance.
RESPONDING: Interpret intent and meaning in artistic work
1.5a: Interpret art by analyzing characteristics of form and structure, contextual information,
subject matter, visual elements, and use of media to identify ideas and mood conveyed.
SHOW-ME VISUAL ARTS STANDARDS1. Process and techniques for the production, exhibition or performance of one or more of the visual or
performed arts
2. The principles and elements of different art forms
3. The vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual
arts
4. Interrelationships of visual and performing arts and the relationships of the arts to other disciplines
5. Visual and performing arts in historical and cultural context
ESSENTIAL QUESTIONS
KEY CONCEPTS
OBJECTIVES
Students will be able to examine a piece of artwork and derive a deeper meaning of the work through
investigation & VTS
After viewing a visual thought process video, students will be able to express their own thoughts about
their inner self using watercolor and drawing materials.
Students will be able to crop a photo considering the viewers perspective
VOCABULARY
Cropping
Self-identity
Investigation
Webbing
Representational
LESSON VIGNETTEThe students will investigate themselves closely during this art making experience. They will explore
inner and outer self-identity through Message in a Bottle. The idea is that the students will have a piece of
watercolor paper that they can use to express who they are and what is important to them through markers, oil
pastel and watercolor paint. They will also have a printed picture taken of themselves that they will send to us
ahead of time. They will then be able to crop that image, focusing on what they want the viewer to see as seen in
the book Flotsam. The photo and drawing will be laminated back-to-back and put in a jar filled with water and a
layer of sand at the bottom. This is representative of the camera that was found in the water and later thrown back.
Obscure vs. Clarity: The photo side will lay against the bottle wall facing out (clear view) and their inner
identity drawing will be obstructed by the water in the bottle (not so easily seen without searching or
investigating).
A teacher will be giving auditory cues 5 minutes before for each activity transition.
Students will be able to move around and may stand while working
We will allow "wait" time for students to think before answering a question. We dont want them to shut
down for being put on the spot with what may be a difficult question. Something to think about, I will
check back in a few minutes."
MATERIALS
Projector
Laptop
Flotsam Book
12 canning Jars
Watercolor paper
Sketch paper
Cardboard
Masking and double-sided Tape
Scissors
Sand
iPads
Laminator
Laminating paper
Hair dryers
Markers
Oil pastel
Watercolor paint
Paint brushes
Plastic cups
Webbing
Sharpies
Glue Sticks
5 Plastic table clothes
Ball
Visual Dictionaries
Paper towels/cleaning supplies
Pitcher
RESOURCES-
ASSESSMENT/TEACHER REFLECTIONStudents will be able to discuss their work to the class; explaining how they decided to crop their photo and what
decisions they made about creating their inner-self identities. They will be able to discuss how to view their work
from different angles and what that means in terms of investigation.