Stormey Kasser

August 3, 2011
Art 390-501

Title of Lesson: WHATS IN YOUR TREE?

TEKS: Art

3.1A, 3.1B, 3.2A, 3.2B, 3.2C, 3.3A, 3.3B, 3.4A

Language Arts 3.19

History 3.17A, 3.17B, 3.17C

Introduction:
Students will learn the value of and how to incorporate symbolism as a means of expressing
personal meaning as they create an original family tree which represents their family and
culture. They will incorporate language arts skills through expressing their personal story in
writing a composition, as well as history as they orally express the ideas they have set forth both
in their symbolic rendering as well as their writing composition.
Goals and Objectives:
The goal is for the student to acquire basic knowledge, skills and experience with the use of
symbolism and visual culture to express personal meaning. They will build on their language
arts and history skills as they gain experience in writing about personal experiences and
expressing those ideas orally.
The student will produce an original family tree incorporating two each of both art principles and
elements.
The student will use symbols to represent his family members and culture.
The student will identify his general intent and expressive qualities in his work.
The student will incorporate language arts skills in writing about important personal experiences
as a basis to producing an original work based on his project.
The student will incorporate history skills as he orally expresses his ideas based on his own
knowledge and experience of his family.
The student will associate concrete ideas with appropriate vocabulary.
Materials:
Each child will need: #6B pencil, #2 pencil, kneaded eraser, 1 sheet of 11x14 watercolor paper,
watercolors, paintbrushes, clean water, paper towels, notebook or lined paper, sheet of copy
paper, clipboard
Integrated Activity:
The students will use language arts writing skills as they write a composition about their family
tree, the people they chose to symbolize, and important personal experiences with those they
have incorporated in their family tree. They will also use history skills as they orally express their
ideas conveyed in their work based on their knowledge and experience of their families, their
culture, and the concepts of symbolism and visual culture.
Art Elements and Art Principles of Art Design: line, space, balance, unity
Vocabulary Terms:

Line a dot that moves out into space

Space positive space is the actual object, while negative space is the space surrounding it
Balance symmetry (symmetrical, asymmetrical or radial)
Unity - all the parts work together to make the whole
Symbol an item used to represent something else
Horizon where the sky meets the earth
Family a group of people who are related in some way, such as your descendants or those
you live with as a unit
Culture beliefs and customs shared by a particular group of peopl
Express share your thoughts out loud
Personal unique to you

Procedure:
Set up: Place supply baskets with enough materials for each group or table in designated
supply area.
o

Whole class discussion of family tree, visual culture, symbolism, describing

process and procedure for project as well as incorporating vocabulary words
(Written on board in advance)

Preview project and instructions with class. Show examples, model process for
visual learners, leaving technique examples on the board.

Helpers pass out table supply baskets.

With pencils, copy paper and clipboards, walk class outside as a group to
observe the shape and structure of a tree. Point out the parts of the tree as well
as the horizon line and how the tree meets the earth. Let them trace the outline in
the air of the tree first with their fingers, then with a pencil.

Students draw a quick sketch of the tree in front of the horizon line on their copy
paper. Write the names of 5 family members they will include on their family tree.

Return to classroom. Students will lightly sketch their tree onto watercolor paper.

Students will add symbolic representations of their five family members.

Students will use watercolors to paint the sky and the area around the tree. Set
aside to dry.

Using pencil and lined paper, students will write a composition about their family
tree, including who they have represented, where they are from, what is
special/what they do, and what the symbol they have chosen for the person
means.

Students will reclaim their art work and complete the painting, beginning in the
back of their work, to the center, then the foreground, being careful not to paint in
wet areas to prevent paint running. Allow dry time between painting adjoining
areas.

Display student art work in conjunction with original story.

Spotlight Museum Student and his work are spotlighted. Student presents
his work to each group, identifying and orally expressing his general intent in his
work as well as the expressive qualities he utilized.

Grading Rubric:
Student sketched tree and symbols

16.7 points

Student drew tree using two elements and two principles of

art

16.7 points

Student drew symbols of five family members

16.7 points

Student painted family tree

16.7 points

Student wrote composition including five family members

represented, location, significance and meaning of symbol

16.7 points

Student presents his work, identifies and orally expresses his

general intent and expressive qualities in his work.

16.7 points

TOTAL

100 points

Critique: Spotlight Museum. Within each group each students artwork and composition are
hung on display easel. Students take turns sharing their stories and presenting their work to
their group, both identifying and orally expressing their general intent in their work as well as the
expressive qualities used.