art for everyone

1Art for Everyone:Adaptations & Extensions


ContentsArtists & Artworks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Masking Tape Resist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9The Joy of Clay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Sight-Impaired Student Ceramics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Why Dance is for Everyone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Dancing Books or Poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Dancing Math Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Dancing Other Cultures or Times . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Seven Jumps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Establish a Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Living in the Middle Ages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Using Music, Drama, Art, and Movement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57Music & Music Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59Social Studies Extensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61Building in Extensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63Self-Portraits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67Creating an Artists Studio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69Create a Jolly Roger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73Create a Pirate Pendant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81Create a Pirate Bandana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85Stolen Treasure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89Aids & Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99Celebrate Abilities Book List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101Layered Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102Useful Web Sites for Extensions and Adaptations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107Strategies for Students with ADD/ADHD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109Disabilities & Art Descriptions & Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111Applicable Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121Learning styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123Teacher Anecdotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125Elementary Art Specialists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127Junior High School Art Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130Junior and Senior High School Art Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131Senior High School Art Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132


Artists & ArtworksSMA ArtistsC. C. A. Christensen, Handcart Pioneers First View of the Salt Lake ValleyCyrus Dallin, John Hancock and Paul RevereMabel Frazer, Sunrise North RimJT Harwood, Boy and CatGeorge M. Ottinger, Immigrant Train (Away, Away to the Mountain Dell, the Valley of the Free) Dennis Smith, Keeper of the GateOther ArtistsDale Chihuly at TED Dale Chihuly, Baskets with GourdDale Chihuly at TEDDale Chihuly, Ceiling, Bellagio HotelDale Chihuly. Chandelier from the V & ADale Chihuly, From the Baskets seriesDale Chihuly, Glory HoleDale Chihuly, Paint SplattersDale Chihuly, PaintingDale Chihuly, Painting 2Dale Chihuly, The SunDale Chihuly, Sunset BoatatDale Chihuly, Wall of Glassda Vinci, Mona Lisa and Last SupperEdouard Manet, Still Life with Fish Rembrandt, The Polish Ridervan Gogh and HiroshigeVelazquez, Las MeninasOther ArtworksIlluminated Manuscripts and InitialsPirate Jewels for PosterFolder of Needs & Wants clip art


Lessons

9Art for Everyone Masking Tape Resist

Elementary Visual Arts LessonBy Joseph GermaineOBJECTIVE Students will demonstrate an awareness of resist (masking tape) to create negative space in a work of art. MATERIALS Crayons, drawing paper and masking tape (use a lightly adhesive tape like that used from interior house painting, blue or green), maybe scissors.PROCESS I have used this lesson for years with the life skills class. These are students who have been diagnosed with limited academic abilities and/or physical disabilities, which exempt them from mainstreaming in the academic classes, including my art class. However, after some convincing, I was able to have access to this group once a week. They turned out to be my favorite class because of the unadulterated joy they express about their own creations. To be honest, these students do not always dance for joy but when they do dance, it is total and totally infectious. I love working with these young artists. They teach me much more than they learn from me.This lesson can be used at any grade level and any competency level but is excellent for students with limited physical dexterity and cognitive so-phistication. For advanced students the success comes in novel and personal visual solutions to a simple process. For less sophisticated students or students with learning disabilities the success comes from the magic of revealing the interesting negative spaces which tend to dominate the com-position. It is interesting that the art comes from

what is not there rather than from the marks the artist makes on the paper.Demonstrate to students some ways to organize tape into a design on their paper. Names or ini-tials with design borders work well. Chaos is al-ways an interesting aesthetic and projects its own beauty. My life skills students are experts at the power of randomness and the enigmatic scribble. To help these students with limited coordination and dexterity, I usually have a variety of widths and lengths of tape already cut. Dont overlook the 2 and 3-inch wide masking tape from which shapes can be cut. I usually help the students if they want a specific shape and are struggling with it. Talk about composition and organization by asking what is in the center of your picture and what is on the edges. A universally exciting design is the first initial of their name. After the students are satisfied with the tape design have them color over it with crayon. The crayon can be randomly scribbled on or applied in stripes of circles or other shapes. Demonstrate several

The finished work. A by Adriana

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styles of scribbling like up and down, back and forth, whirly whirl, curly curl, jaggedy jag, and so forth. There is a wonderful learning window in learning different scribble techniques and naming them. Other media can also be used. Encourage students to think about their colors. They prob-ably wont, but you never can tell. Encourage students to mix colors and experiment with dif-ferent colors and color relationships. Notice that there are no lines to stay inside. When coloring is complete, have students slowly and carefully remove the tape to reveal the MAGIC. At the end of this project we always try to get students to point out positive (crayon colors) and negative (where the tape was) spaces. Sometimes it works. Some of these students have no lan-guage skills and just point and grunt, but we get the message. So do they.

Hard at work

The whirly whirl scribble technique

The tape design and crayon

Masking tape with decorative crayon

Pealing the tape

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Try to get students to title their work. This is a way of giving meaning, content, and value to the students work.

The finished work. Spots by Walker

The finished work. Big Boat by Travis

Finished work. The X by Ashton

Finished work. Lexie by Lexie

Extensions and Adaptations: Here are some variations to this project. > Try using a different colored paper. Let students choose. > Have students first color the paper and then tape over and have students color again.> Vary the medium. Marker pens, colored pencils, ball point pens, watercolor and mixing media, one on the bottom and a different one on top. Try using black marker pens under and crayon over. > Try leaving the tape on to capture a different texture of the crayon.Other related projects are watercolor/crayon re-sist where the watercolor resists the crayon wax. Sticky labels can be cut into interesting shapes and then applied before coloring. Wide masking tape can be used to create different shapes.See examples of variations on the following page.

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Right,Watercolor/crayon resistChristmas Tree by Holly

Below, Children at work with aide

Variations of the Masking Tape Lesson

Watercolor/crayon resist by Riley

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Elementary Visual Arts LessonBy Joseph GermaineOBJECTIVE Students will demonstrate their enthusiasm for the malleable medium of clay by engaging with it in a joyous and energetic manner.MATERIALS Clay (either ceramic or oil based) and willing hands. Perhaps a small wooden stylus tool for drawing or adding details.PROCESS My life skills class of severely diminished capac-ity children can be cajoled into any behavior modification by offering clay as a reward for patience and tolerance. They truly love to get their pudgy little fingers into the medium. I usu-ally let them go with the oil clay on newspaper for a while as I go around the group offering advice and instructions on the polite way to use clay in a group setting and not to put it in their mouths. An important issue is who has more and how do I get some, so we defuse this issue by having an abundance of medium that everyone has access to. After a little exploration and experimentation with the clay, I will demonstrate a couple of mind boggling techniques such as making little and big balls of clay and rolling out snakes or coils of clay and the big one, pancakes of flat clay.At this point, depending on the attention of the students, we start to make human form sculp-tures. I work on my own while talking to myself out loud and describing steps and techniques like making the base, building the legs, making the body, and putting on the head. We can get even more sophisticated with details like facial features and hair and clothing. As I work and

vocalize I am always amazed how universal the compulsion to sculpt the human figure is and how accurate seemingly naive little brains can be. We use pointed craft sticks to draw and to create texture on the clay for detail.Cleanup is problematic with oil clay. I have found that the use of strong wet wipes and an organic glass cleaner with paper towels does the trick. It is user safe and it works. Be courageous.The whole point of this lesson is JOY! For the unsullied personality, and many of these special needs students are as close to that as I have ever seen, the true product of any personal art project is joy, unmitigated and flagrant. This is the source of success in art. Not price tags, not acclaim, not honors, but the pure joy of creation. It is Godly. Joy to the world my friends, joy to the world.Extensions and Adaptations: Some other suc-cessful projects for special needs students using clay include The Great Texture Hunt, where stu-dents are given access to a wide variety of texture tools that can be pressed into a rolled out slab of clay. This can be done with oil clay or ceramic clay. The ceramic clay has the advantage of per-manence after fired, it can be painted or glazed, it teaches delayed gratification, and it is easy to clean up with plain water and a sponge. The dis-advantage is cost and the extra time in firing and storage, but it is worth it.Other extensions for special need students could be the use of templates and stencils to cut out clay shapes. If this is done with ceramic clay, you can make delightful Christmas Ornaments. Last year my Life Skills class made over 100 Christmas trees by using a cookie cutter and then

Art for Everyone The Joy of Clay

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each student decorated the tree in whatever way his or her capacity allowed. These tree-shaped ornaments were then glazed and used for our Art Gallery Christmas tree decorations. These students dont receive much attention from the other students because most folks arent sure how to act around them. The pride my life skills students felt when other children in our school complimented them on the tree and their beau-tiful ornaments was truly therapeutic. The last step in any art project is exhibition.Another adaptation with oil clay is to use dif-ferent colors of clay to learn about primary and secondary colors and color relationships. The hands-on tactile nature of the clay is a great atten-tion focuser for the learning window and allows non-verbal students to answer questions by rais-ing colored balls of clay.Below is a photograph of part of my Life Skills art class, which comes to art every week. They are of different ages and different capacities and have different issues, but we are able to create a community based on a common love for the creative process.

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Art for Everyone Sight Impaired Student Ceramics

Elementary Visual Arts LessonBy Joseph Germaine This is a variation on the life skills lesson with oil clayObjective: Students will demonstrate an understanding of the expressive nature of ceramic clay by imag-ining, envisioning, and creating a ceramic clay sculpture of their own devising.Materials Ceramic Clay, Modeling tools, cleanup equipment like sponges, towels and spray bottles.Process Mrs. Engberg brought a dozen of her seeing impaired students to my elementary art class-room last year to see if we could make some clay projects. I obviously could not demonstrate how to make pinch pots and clay sculptures. For the pinch pots I demonstrated by holding the stu-dents hands in my own while we pinched a ball of clay into the rough shape of a bowl. Once the students felt what was happening to the clay, they were able to reproduce the process and improve each time. I am confident that if these students kept at it they could do as well as any sighted student. For the sculpture projects all I could do was to help them visualize specifically a 3-dimensional idea. To help them think, we divided the possi-bilities into several categories: animals, people, architecture, and objects. Before I would give them clay they had to describe in detail what their piece would look like in terms of size and shape and specific details and gesture. This process helped these students to visualize where they

wanted to take the clay. If you dont know where you are going, it is very hard to get there (wheth-er youre sighted or not).By keeping the atmosphere upbeat and party-like, the students anxiety and resistance diminished and their interest in making something in clay increased. Once they got the clay in their hands, it was impossible to stop them. In fact, the most dif-ficult part of the whole process was to close down the session. They didnt want it to stop.

Self-Portrait

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After the students were finished, and the clay be-gan to stiffen, I hollowed out the thick parts with needle and fettling knife so they wouldnt blow up in the kiln. Ceramic clay should be less than inch thick. If you wait until the clay begins to dry, trimming the inside of thick parts wont deform the students work.

Working and thinking

Art makes me

An easy way to sculpt a figure

Paul using a pencil to draw details on the clay

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Once again, the thrust of this lesson is on the feeling of accomplishment and success gained by the students. Success is not found in the thing one does but in how one feels about it. Success breeds success.

This is fun! Working on a self-portrait

The Clayasaurus The Doggie

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A Dream Castle

A table full of fun

The Kitty

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Art for Everyone Why Dance is for Everyone

All children, not just children who are kinetic learners or who have ADHD or other related learning disabilities, need the chance to move, both as a change from sitting and as a way to express themselves. Dance is a wonderful way to explore and reinforce concepts from subjects like Math, Reading, Social Studies, etc. The following is a list of specific skills students learn from dance. After the list is an introduc-tion to dance by an elementary teacher who uses dance in his classes. His introduction contains some specific ways you can make sure your expe-rience with dance is rewarding.DANCE EDUCATION Provides a means to self-discovery and can be used as a tool to open minds and imaginations.Enables student to gain an increased level of self-esteem and self-confidence as they experience their own uniqueness.Helps students increase their ability to concen-trate and develop a personal commitment to learning.Helps develop an understanding and appreciation of the body, which can translate into a lifelong commitment to fitness and health.Teaches students how to use the creative process as a means of problem solving.Enhances areas of learning from thinking skills to language acquisition.Sharpens perceptions and encourages self-evalu-ation and critical judgment.

Provides motivation and easier access to higher-level thinking skills.Provides an alternate way to learn and achieve basic educational objectives such as concentrat-ing, listening, following directions, remembering, analyzing, planning, visualizing, conceptualizing, sequencing and reorganizing.Develops skills and insights needed for emotional maturity and social effectiveness.Provides people with an expanded range of choices about the environment in which they live, the lifestyle they develop, and the way they spend their leisure time.Develops distinctive ways of seeing, thinking, inventing, and communicating ideas and feeling.

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INTRODUCTION TO DANCEGiraffes Cant Dance (But You Surely Can!)For most elementary teachers the very thought of walking their students down to the gym and leading a dance lesson is about as appealing as driving to their dentist and getting a root canal (and for those few of you who enjoy that experiencei.e. Bill Murray in The Little Shop of Horrorsperhaps its as appealing as sitting through 3 hours of an Amway presentation). I felt that way at one time in my teaching careerbut now I actually took forward to those wonderful times I share with my students when we creatively move together. The students (especially the boys!) get very put out if we miss our time in the gym. Dance is powerful. Students get a chance to express themselves in ways humans have been doing for thousands of years.For those willing to give it a go, you need to lead your students through a few lessons of basic man-agement rules or agreements. The beginning lessons from First Steps in Teaching Creative Dance to Children by Mary Joyce (1993) are excellent starting points. Your students need to learn the following: to respond to a quiet signal to move through the gym without bumping or touching each other to move their bodies and not their mouths to know the boundaries and stay in them to focus their energy on the objective youre working on As they advance to working in small groups, theyll also need excellent listening skills problem-solving skills As you read the dance lesson plans in this packet, it should come to your attention that students move. Every lesson is usually about 90 percent moving! Your students get an excellent aerobic workout. If you cant get the Mary Joyce book, please dont let that stop you. You can take the lessons in here and go for it. Another good source for help and/or information is Doris Trujillo, the dance specialist in the state office. She can be reached at 763-8614. I am also willing to help out any way I can for I truly wish all students to get the opportunity to move their bodies creatively. I can be reached at 798-4055.There is a marvelous book titled, Giraffes Cant Dance by Giles AndredeIn this book, Gerald (a giraffe, of course) learns to dance by finding his own special music. Its a great read-aloud picture book for K-5. It is my hope you all find your own special music and help your students find theirs. Chris Roberts

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Art for Everyone Dancing Books or Poems

Elementary Danceby Louise NickelsonCreating a dance based on a book your class is reading is a marvelous way to have a great move-ment experience and reinforce what the students have read or listened to. Picture books often lend themselves to a danced version of the story. Longer books may contain sections that can be danced as a story or may have themes that can be translated into dance themes or inspiration. Poetry is perfect for dancing since it is full of rich images. The following lesson is based on third grade dance concepts, but can be adapted to any grade or concept.First, take the students to the gym, lunchroom, or whatever space you have to use. If you have not danced regularly as a class, you may need to review the rules (see Why Giraffes Cant Dance, in the introduction), or even practice them. Then have students warm up. One simple warm-up is to start with the head, and move it back and forth, and around. Then add the neck, then shoulders, then hands, arms, etc. until the whole body is moving in place. Then walk around the room, continuing to move parts of your body. You can find many other warm-up suggestions at www.schools.utah.gov/curr/FineArt/Core_Curriculum/Elementary/default.htmChoose several of the descriptors, people, or objects from your story. For example, trees wav-ing in the wind, children running, and happiness. Have the children spread out on the floor and explore how they might dance the trees waving in the wind. Remember, dance the way the trees might feel or move, dont just mime it. You can ask the students to go faster, slower, to change levels, and to change directions. Then have the

students run, again, asking them to change levels and directions. They must be careful not to run into each other. Then ask the students to move in ways that express happiness. Side coach the chil-dren in additional ways they can explore move-ment, such as by changing timing or direction, using patterns, etc. After the students have had a few minutes to explore several kinds of movement that relate to the book, plan your dance. You can have several

Matthew Armstrong, illustration from Jane and the Mizmow,by Matthew Armstrong(Harper Collins 2010)

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children dance a given role. Go through the book, identifying or allowing the students to choose which roles or sections they will dance. Remem-ber, they can dance the setting, rocks, trees, rivers, etc. Give each group a few minutes to explore appropriate movements, directing the students where to come in from the sides, where to end up, and how long they have to move from place to place. When all the groups have gone through the basic story with you, read the book aloud, signal-ing the groups to come in and to finish. You may want to have signals that you agree on before-hand.If possible, perform your dance for another class.

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Art for Everyone Dancing Math Concepts

2nd Grade Math, Dance, & MusicDance naturally involves music and math con-cepts. You may choose to teach the math concepts as part of dance lessons that have another focus, or make them the emphasis of particular lessons. OBJECTIVESStudents will use movement patterns to reinforce their understanding of the fractions whole, , . Add whatever other dance objectives are appro-priate for your class. UTAH State Core Standards Grade 2Math Standard 1, Objective 2Music Standards 3 & 4

MATERIALSConstruction paper: several sheets of the same color, in 3 different colors1 color will be the size of the whole sheet of paper = whole notesthe 2nd color will be cut in half = half notesthe third paper will be cut in quarters = quarter notes (see example, right) (You can make whatever divisions correspond with the fractions your class is learning or re-viewing, or can add other values as the students learn to clap simple rhythms reliably.)Have the class sit in a semi-circle facing you. Put out 4 of the quarter note pieces of paper. Dem-onstrate and then have students clap with you, 1, 2, 3, 4, clapping once for each note. Next, place some half notes on the floor and demonstrate and then have the students clap with you, clapping for one, and then bouncing your arm slightly to

indicate the second beat. So clap on 1, bounce on 2. Next, put out the whole note papers and ask students how they could clap its value. Clap the same way as the half note, bouncing your arm away from you on counts 2, 3, and 4.Now, rearrange the paper note values and have the students clap the more complicated pattern with you. (You may want to make narrow black strips to put between the groups of notes like measure bars or just put a little extra space.) Next, have students choose a movement for each note value. The students feet must stay in one place for the half and whole notes, but other parts of their bodies must continue to move through the counts. When students have chosen move-ments for each note value, clap or use a drum to

QuarterNotes

Half Notes

WholeNote

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beat a pattern (just make sure the notes are in groups of 4 counts). You can arrange the paper notes in your chosen pattern, tell the students what the pattern is, then give them warning when a note value is changing by saying something like, Now do half notes.) If you divide the class into groups that are small enough they can see the notes, you wont have to continue to warn the students, but just clap or drum the beat.ADAPTATIONSStudents with physical limitations can still move whatever parts of their bodies have movement, even if thats just one part. Students can take turns choosing new rhythm patterns. Students can mentor other students, helping them come up with appropriate movements. Students can be leaders, with other students following their movements. Students can clap or beat the drum, or play music to accompany the dancing.EXTENSIONSAs the students gain competency with the rhythm patterns, allow students to make up patterns, and then have the class make a pattern for the rhythm. You can make several sets of the colored paper rhythm pieces and divide the students in small groups and let them make up their own rhythm and own patterns. Each student could create a movement for one set of notes and teach it to the rest of the group. Then the class can dance the rhythm pattern using each group members movement.Expand the students rhythmic understanding by adding eighth notes, dotted quarters. and dotted half notes. Use 3/4 measures instead of 4/4.

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Art for Everyone Dancing Other Cultures or Times

Elementary Dance & Social Studiesby Louise NickelsonOBJECTIVESUse dance to reinforce and expand experi-ences relating to other cultures (than the dominant local one) or times. Choose some specific objectives from your grade levels state core dance guidelines to include. Find these at the following website and simply click or your grade www.schools.utah.gov/curr/FineArt/Core_Curriculum/Elementary/default.htmDancing naturally includes music and math conceptsOne way to learn about other cultures or times is to do dances from the place or time. There are many resources for learning folk dances (see resources at the end of the lesson). But you can also dance the ideas and qualities of another culture or time. Appropriate music is helpful but not essential. Artwork or images re-lated to the topic may be helpful. For this exam-ple, Ive included two pioneer images on the CD, Handcart Pioneers First View of Salt Lake City by CCA Christensenand Immigrant Train by George Ottinger. Before warming up, show the class the images one at a time. Give students a chance to describe what it might have been like to be a pioneer. For example, How would your body feel as you walked across the plains? What would you feel like at night? What might you worry about or have to be careful about? What might you do at night to take your mind off how tired you are? After a few minutes of discussion, have the stu-dents spread out on the floor and warm up by

gently stretching up, to each side, and gently to the back and then to the front. Students can then use the walking in this section to complete their warm-up. Check the state core for more ideas on warming up. Have the students explore the kinds of move-ments that express the ideas they just talked about. For example, How might you walk in the morning after a good nights sleep? How might you move after walking all day through hot des-ert? How would you walk up a steep mountain? How would you help pull a wagon up the trail? How might you dance to forget you just spent the whole day walking? Remind the students to dance the way the pioneers might have moved and felt and not just mime the specific move-ments.You can plan a scenario with the students, i.e., start out with waking up from sleep, pack quickly,

Minerva Teichert, The March Over the Impossible RoadBYUMOA

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walk with energy, get slower as your energy fades, climb up a mountain, pull a wagon up the mountain, make camp, dance to forget or to re-energize themselves. Go to sleep.Give students a number of counts for each section and give them time to decide on a movement pattern for each section. The pat-terns can be short, for example 8 counts, but can be repeated as many times as works to make the dance. (If you dont know the song about pioneer children singing as they walk, and walk, and walk, you may want to have a student teach the classits a great way to communicate the sense of repeated walking.) Side coach students as they work on their patterns to change levels, directions, speed, etc. Suggest they use their backs, their arms, their whole bodies, etc. so they really ex-plore movement and dont just stick with obvious movements or with their first ideas. (Side coach-ing is giving the students help as they work on their movement patterns by suggesting ways to vary their movements as well as to give positive feedback.) One example of including the state core objectives is that for the 4th grade, you could encourage students to include movements that bend, twist, reach, and turn. Give students a chance to practice their patterns in the correct order and then divide the class and have groups take turns performing for each other. You may perform the dance for another class or just for yourselves. If other teachers from your grade are interested and do a similar dance les-son, the different classes could have a lot of fun performing for each other and seeing how the dances are similar and how they are different.VARIATIONSLearn a folk dance from a culture you are studyingCreate your own dance incorporating ideas you get from studying a culture.Choose a few artworks on a theme and create dances or movement patterns that are responses to the artworks

ADAPTATIONS

Children who have difficulty with the dancing you are doing can be given a partner, can shadow someone, can do as much as they are capable of, or can move whatever parts of their bodies they can reasonably control. Students who are unable to interact in acceptable ways may need to be given an alternate activity overseen by an aide.Young or less able children can do singing games from different countries such as Ring Around the Rosie, bingo, Hokie Pokie, London Bridge is Falling Down. The revised edition of includes some new and unusual singing games from around the world.For folk dancing:The purpose of folk dancing with young children is to have fun, dance in time and tempo to the music, and develop a love of dancing. Everything else is secondary. Initially dont worry about right and left feet, right and left hands, proper holding positions, and correct steps. You might

Hans Toma, Der Kinderreigen 1884 Genremalerei, public domain

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use a two-handed swing instead of a right or left handed swing; simplify steps so children can first learn the dance. If a dance requires children to pair off in couples and you feel that are not ready, have them join hands in a large circle; if a dance requires too many different activities, simplify by repeating the same ones. Children love to repeat something they have just learned. Keep it simple until the children can use the music as a cue to know what to do next. Progress from calling the basic instructions over the music, to allowing the children to anticipate the next sequence without your help. Once the dance has been learned you can add more complicated steps, formations, and expectationsjust make sure they are develop-mentally appropriate. www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=301EXTENSIONSStudents who are exceptionally good or who have outside experience can be asked to be the leader of a group, can be allowed to create more com-plicated dances, can be put in a group with like students, can be an assistant for the teacher.RESOURCESBooks and CDsChildrens Folk Dances, Kimbo | Format: Audio CD Folk Dances from Around the World (The World Dance Series) Debbie Cavalier (Editor) Simple Folk Dances, Kimbo, Georgiana Stewart | Format: Audio CD Square Dance Fun For Everyone (2 CDs and Book-let) Kimbo | Format: Audio CD Children of the World - Multicultural Rhythmic Activities Kimbo (Artist) | Format: Audio CD http://www.kimboed.com/Some Simple Folk DancesSeven Jumps, Little Shoe Maker, La Raspa; simple versions of Circassian Circle, Fado Blanquiata (Brazil), Mayim (Israel), Sellingers Round and Gathering Peascods (England); two line dances such as Virginia Reel and Jesusita en Chihuahua, and square dances like Gustavs Skoal (Sweden), and the American square dances Red River Valley, Pop Goes the Weasel, and Ladies to the Center.

Simple Singing GamesSing Through the Day (Swinger, 1999)The following pages have the directions for the dance Seven Jumps, from Denmark. The SMA educational packet Art/Culture has directions for 2 more dances as well as some general directions, help and explanations for reading dance direc-tions.

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youngest grades

Formation: Single circle fac center Rhythm: 4/4Position: Hands held low in V Music: Seven JumpsFootwork: All start L

MEAS CALL INSTRUCTIONS

*Chorus *ChorusIntro Step hop ready hop Step hop: Do 7 step hops to L and on ct 8 jump with feet together and fac center of 1-2 1 hop, 2 hop, 3 hop, 4 hop circle. Repeat to R.

3-4 5 hop, 6 hop, 7 hop, 8 jump *Verse Right foot up: Place hands on hips and raise5-6 R hop, 2 hop, 3 hop, 4 hop R knee. Do not place foot on flour until 2nd note.7-8 5 hop, 6 hop, 7 hop, R ft Left foot up: Repeat above, then add L ft.*Verse R ft up now Right knee down: Repeat all above, then kneel on L knee. R ft down and chorus Left knee down: Repeat all above, then kneel on L knee.

Right elbow down: Repeat all above then place R elbow on floor.

Left elbow down: Repeat all above then place L elbow on floor.

Head down: Do all of above then place head on floor.

Finish dance with final chorus.

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BREAKDOWN OF ACTIONS Seven Jumps...cont.

Calls for these actions are as the calls given above for R ft: just call the body part used. Rhythm is uncountable due to the difference in duration of beat. Repeat chorus between each part. Continue through until all parts of the body are used, then finish with chorus.

SEVEN JUMPS (Denmark) FOLK DANCE

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Sequence of dance:

*ChorusR ft up, *ChorusR ft up, L ft up, *ChorusR ft up, L ft up, R knee down, L knee down *ChorusR ft up, L ft up, R knee down, L knee down, R elbow down, *ChorusR ft up, L ft up, R knee down, L knee down, R elbow down, L elbow down, *ChorusR ft up, L ft up, R knee down, L knee down, R elbow down, L elbow down, head down, *Chorus

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ADDITIONAL HELPS

TEACHING PROGRESSION FOR SEVEN JUMPS:

1. Have the children walk into a single circle facing center. They will not need a partner for this dance.

2. Do not have them join hands at this point. With the teacher inside the circle, have them step hop seven times to the left and jump to face center on count eight. Reverse this to the right side.

3. This time, have them do the circle left and right but holding hands. Keep a quick beat going so they do not pull back and forth on each others hands trying to make them fall.

4. After this chorus has been learned, teach the rest of the dance having them stand alone facing center. Just go through holding the R leg up, L leg up, R knee down, L knee down, and so forth until all parts of the body have been done in a row.

5. THEN, add this part to the chorus telling them that they will be doing a chorus between each active body part and keep adding until all is complete as the instructions of the dance indicates.

6. After they know the dance fairly well, put the music on for them and have them listen for the duration of holds in the music realizing that the body parts will hold as long as the music holds.

7. Have them try the dance in smaller groups.8. The style of the dance should be light-hearted, with a feeling of fun. It is a recreational dance, so everyone one should be working as a group to accomplish the dance.

9. As a creative extension, have the students listen to the music, but decide what shape they want to make on the floor and hold while the music holds. They can go any place on the floor on the step hop, but they must stop in an interesting shape and hold it for the duration of the counts within the music. They should be encouraged to find different shapes that can be held for a period of time.

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Art for Everyone Establish a Community: Social Studies Through Experience

Lessons for K-6thNote to the teacherThe following suggestions are based on the prem-ise that students best learn what they experience. Each grade level could have a variety of experi-ences that would help them to understand some of the concepts in that grade levels social studies core. You may find the SMA packet Art/Culture helpful.Kindergarten Suggested ActivitiesMake a map of the school and surrounding area. Include images of the major physical features.Play a game that helps students understand the difference between needs and wants. (There is a folder on the CD of clip art, mostly needs, since the images are free)Create rules for your community (class)Play a traffic game to learn what various traffic signs mean and how to cross a road with a stop-light using the walk/dont walk signsLearn songs from at least two cultures from your school.1st Grade Suggested ActivitiesHave students create simple drawings of some of the important goods we use every day. Assign or allow students to choose a person theyll be from a list. The students will each make themselves a badge with a symbol of who they are. (Instead, you may have them make hats or you may pro-vide items for the students to wear or allow them to bring something from home.) Have students learn about the basic denominations of money (if they do not already know) and have fake money they can color and cut. Arrange desks in the room

to create businesses. Students will go to work, (come up with some appropriate tasks, and they will earn money for those jobs. You may want to have some tasks that are more difficult, but that pay better.) Another day, have students make symbols of items they would like to sell. Set up stores and allow students to be shopkeepers and to sell items in their stores. Some students will need to be shoppers. Have a class discussion about the experience of working, buying, and sell-ing. Who earned the most money and why. Who sold the most items and why. Help the students understand how the basic market system works. Images for dollar bills are included at the end of these lesson suggestions.2nd Grade Suggested ActivitiesCreate a place to learn traffic signs and practice obeying the signs. Teach younger students by taking them through your traffic school.Have a Cultures Exchange and learn dances and

David (Hal) Rosenbaum, Big Trees near Pioneer Home

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songs from various cultures represented in your community, eat traditional kinds of food, make traditional crafts, learn to say hello and good by in different languages.3rd Grade Suggested ActivitiesCreate plans for a new city in your area. As a class, make a map of your new city with impor-tant buildings indicated, what the natural re-sources are, how you can use those resources, what you need to protect, where agricultural ar-eas will be and why, where your water and power will come from, etc. Make something by recycling itemsHave a contest to see who can bring the most recyclable items to school, or concentrate on one recyclable item such as aluminum cans (use the money for your class)4th Grade Suggested ActivitiesHave a Day in the Life of Pioneer ChildrenYou may choose to have students help plan the day or plan with other 4th grade teachers. Some suggested activities follow:Make and eat Johnny cakes, parched corn, molas-ses candyPlay pom pom pull-away1. Mark off a playing field roughly 20 feet square with string, a sidewalk edge, etc. 2. One person serves as the tagger and stands in the middle of the field. Everyone else lines up on one side of the square, facing the tagger. 3. When the tagger calls out, Pom-pom pull away everybody starts running and tries to get to the other side without getting touched by the tag-ger. If caught, they join the tagger in the middle.4. Now everyone is on the opposite side of the square. The taggers simultaneously call out Pom-pom Pull Away, and the players run toward the opposite side, trying to evade the taggers. The last person remaining untouched becomes the tagger

for the new game.Have a relay race with buckets of water (or just each try carrying a bucket of water) and wood, dig a hole, plant a long row of corn, pick fruitTry spinning with a drop spindleLearn to weaveLearn a pioneer song and dance Scrub clothes on a washboardMake butterCover the windows and try reading and writing with a light thats the equivalent of a candle (bat-tery operated candle)Cook in a Dutch ovenPull a handcart (You may be able to borrow pioneer items from local church groups or from individuals in the community.)5th Grade Suggested ActivitiesCreate a Day in the life of a Colonial Child (or several days) by researching what life was like in colonial times. Divide the class into groups and have each group design an activity for the day. Give the groups a time limit and help them write up what they plan to have the students do, what supplies they will need, where the supplies will come from, etc. Students must get approval from the teacher before proceeding with their plans.6th Grade Suggested ActivitiesMake a map and decide where and why to put dif-ferent kinds of buildings. Figure out where build-ing supplies will come from and what they will bePlan for foodwhat is available, what can they grow, what they need to be careful about,where and what recreation can they have etc.Create a class story or songLearn a song and a dance from one of the time periods you are studyingComplete the Living in the Middle Ages activi-ties or do a similar activity for a different time

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Art for Everyone Living in the Middle Ages

You will need to plan a time at least once a week to participate in the following activities, although doing the sections close together will make them more meaningful. To begin, Divide students into groups of eight to ten people. Assign each student the role of Noble, Knight, Clergy, or Peasant. Explain the rules listed on the Medieval Roles handout (see Medieval Roles ). Explain the daily ordeals Introduce and complete the Heraldry Assignment Introduce and complete the Illuminated ManuscriptYpu may want to have additional activities that represent other parts of Medieval Life. If you do, have the journal be continued throughout.At the end of the activities, display the journals, if desired, and the Illuminated Letters.

6th Grade Social Studies ExperienceThe following section is taken from a unit by Eli-cia Gray. The original unit, Feasting in the Middle Ages, can be found in the SMA packet, Pursuing Relevance. The unit was designed for a middle school art class, but many of the activities could also be used as a way to help students understand more about life during the middle ages from a social studies perspective.OBJECTIVESStudents will create an original coat of arms that represents them personally. Students will examine the history and nature of illuminated manuscripts and heraldry. Students will create an illuminated manuscript filled with their thoughts about the middle ages.Students will produce an original artwork for the imperial illumination in response to the daily ordeals they experience. Students will participate in several simulated daily ordeals based on historical occurrences from medieval times.

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Medieval RolesHERE YE! HERE YE! You are hereby invited on a magical journey to the Middle Ages. You will travel back in time to the days of castles and kings. You will participate in exciting activ-ities and practice arts that were performed during the days of King Arthur, Marco Polo, and Joan of Arc. But, be prepared, the Middle Ages were also troubled times, full of torture, oppres-sion and hard labor. You will experience the festivals and the feasts, but you will begin to understand why the Middle Ages were also known as the Dark Ages.In the days of castles and knights, the world was divided into four parts, called the Four Alls. These roles were said to be fixed by God. There were: The Peasants who worked for all, The Priests who prayed for all, The Knights who fought for all, And the Kings who ruled all.

You will be divided into small groups of 8-10 people. In these small communities or fiefdoms, you will be assigned a role--noble, knight, clergy, or peasant. Like the Middle Ages, the nobles are few and the peasants numerous. Here are some of the ground rules:1. The Queen, your teacher, must be addressed as Your Majesty or Queen.2. All nobles are addressed as My Lord or My Lady, knights as Sir________ or Dame_________ Monk/Nun as Brother or Sister and peasants will be called by their first names.

3. Each day, fiefdoms must participate in a daily ordeal. These trials will test the strength of the group and give each participant a taste of everyday life during the Middle Ages. Points will be awarded according to how well the group members perform the task and the quality of the artistic response to the task.4. All fiefdoms must keep a point sheet. (The Monk/Nun is responsible for this.) Points will be awarded for attendance, on task behavior, daily ordeals, and completion of art projects. Your group may lose points for lateness, off task or distracting behavior, or any other infraction that might upset the Queen.5. Each fiefdom must give tribute to the Queen every week. This may be in the form of a poem,

skit, banner, food, or anything artistic that the fiefdom may imagine. Extra points will be awarded for creativity and cleverness.6. Points will be tallied at the end of each week. The fiefdom with the most points will win en-trance to the Royal Feast.Medieval Roles:Nobles: You are the group leaders. It is your responsibility to keep people on task. You will make sure

that each person in your fiefdom is performing his or her duties, and you will be punished if duties

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are left undone. You will speak for your fiefdom when you need to do business with the Queen. At the start of each class, no one in your fiefdom sits until you sit. You will be given gifts by the Queen which you may distribute as you see fit.Knight/Dame: You are the Nobles faithful and willing ser-vant. Your main responsibility is to help the Noble. You will carry messages to the King and other fiefdoms. You are also in charge of protecting your fiefdom from harm or evil. You will pick up and hand out all work in your group. You will be the Town Crier when the Queen needs to make an announce-ment.Monk/Nun: You are the most educated in your fiefdom. You are responsible for the point sheet, and any other literary task in the group. If the group needs a scribe, then you will fill this responsibility. You are also the teacher of the group. If people need help then you must tutor them or find them the help they need.Peasants: You are the poor hardworking members of the group. You do not have power or freedom. You are in charge of keeping the fiefdom and the kingdom clean. You must com-plete the tasks that are given to you by the clergy, the knights, and the nobles. You must complete your tasks without complaining, or your fiefdom will lose points and you will be sent to the stocks.

commons.wikimedia.org/wiki/File:Joan_of_arc_miniature_graded.jpg

Costumes of Slaves or Serfs, from the Sixth to the Twelfth Centu-ries, collected by H. de Vielcastel, from original Documents in the great Libraries of Europe. Project Gutenberg

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Daily OrdealsAt the beginning of each day, the town crier will announce the daily ordeal. Members of the group must participate fully in order to receive coins/points from the Queen. At the end of each ordeal, participants must fill out the project planning sheet and complete a simple art piece that visually ex-presses the overall impression of the ordeal. Students will also complete a written narrative. Narra-tives and art pieces will be submitted to the Imperial Illumination, which will be displayed at the royal feast.1. In the Middle Ages, Monks had many different responsibilities. Some Monks were teachers, some farmed the church land to grow grapes for wine. Some Monks took on the job of praying for everyone else. They believed that praying was easier if people did not speak. These were the silent brothers and sisters who tried to gain wisdom through silence. The Monks and Nuns

in your fiefdom have now taken a vow of silence. They MAY NOT SPEAK for the entire class period. If they need to communicate, then they may write their words on paper instead.2. Knights in Armor. A man had to be strong to wear armor. A suit of chain mail weighed about 50 pounds. The nights and dames in your fiefdom must wear heavy backpacks of flour for the entire class period.3. Trials by ordeal. Until about 1300, a person ac-cused of a crime might be tried by ordeal. In one such trial, the accused person had to hold a red-hot metal bar in his bare hands. If the persons skin burned, then he was found guilty. If it was not burned, then he was declared innocent. Choose one member of your fiefdom. That person must keep one hand in a bucket of warm water for an entire class period. If their hand becomes wrinkled, then they are innocent. If they have to use the restroom, then they are guilty.

4. Lost in the wash. King John was not a lucky king. He is said to have lost all his treasure while crossing The Wash, a shallow bay on the east coast of Eng-land. He was marching to battle and lost his bag-gage train, with all his jewels, in quicksand. Today, the queen will take two points from one fiefdom to make up for the lost riches. (Roll the dice to choose the fiefdom.)5. The word chairman comes directly from the Middle Ages, when a house had only one chair, for the exclusive use of the man of the family. Choose one chair in which your entire fiefdom will sit. The men may take turns sitting in the chair. The women must stand the entire class period. 6. Joan of Arc was a French peasant girl who became a military leader. She claimed that voices helped her to accomplish her tasks. Some people thought she was a witch, and they burned her at the stake. If you are a peasant, then spend the entire class period whispering in order to show respect for your hero, Joan of Arc.

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7. Troubadours. During medieval times, troubadours traveled from town to town, singing for their supper. A talented troubadour could feast with a king and charm the royal guest. His songs were often ballads about love or glory. Choose one person in your fiefdom who will be the troubadour for the day. He or she must hum or sing softly during the entire class period.8. St. Valentines Day. In the Middle Ages, young men and women drew names from a bowl to see who their valentine would be. They would wear these names on their sleeves for one week. Draw a name from the basket and think of a good deed or a kind act that you can perform for that person. Once the action has been performed, pin the name to your sleeve and wear it for one week. Continue to draw names from the basket until everyone has received a kind deed.9. The Middle Ages were a bilingual time when at least two languages were spoken in every town. In our world today, understanding grows when people speak more than one language. One way to get started is by saying Good Day in different languages. Practice these phrases out loud, and use them during the day. French=Bonjour, Spanish=Buenos dias, Portuguese=Boa, Dutch-Goeda middag, Italian=Buon giorno. English=Good day, German=Guten tag.10. Feast and Famine. In medieval times there were many occasions when the Nobles feasted and the Peasants starved. Today all Nobles will receive special treats from the Queen and everyone else will go without.11. Dishonest shopkeepers who broke trading rules were locked in the town stocks. Draw straws and send one person to the stocks for the day. Stocks will be made of cardboard, and will con-fine either the feet or a combination of the hands and head. Townsfolk will come to jeer and laugh at the dishonest person.12. Nobles played board games, such as chess and backgammon. If you are a Noble, you may spend the class period playing chess or checkers.13. One of the reasons young Knights liked tournaments was that they got to keep the armor. To the victors go the spoils! Roll the dice in your fiefdom. The person who rolls the highest num-ber will win the spoils from the Queen today.

14. Having a day of nonsense was vitally important to medieval people. To celebrate Widdershins Day, you must do everything backwards. Walk backwards, greet your friends by saying good-bye instead of hello, even wear your clothes backwards if possible.15. Ring Around the Rosy comes from the days of the Black Death. Ring around the Rosy stands for a traditional dance with everyone holding hands and marching around a tree in a circle. Pocket full of posey stands for the flowers people carried in their pockets to cover up the awful smell of the sores caused by the disease. Ashes, ashes: stands for the piles of bodies that had to be burned so that more people wouldnt be infected. All fall down stands for all of the people that died. One out of every three people died of the bubonic plague. Today, one out of every three people in your fiefdom will die. Draw straws to see who will be doomed. Send these bodies to the extra credit corner for the day.

Plague victims being blessed by the priesthttp://en.wikipedia.org/wiki/File:Plague_victims_

blessed_by_priest.jpg

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Heraldry1. Motivation: Show a short video clip of A Knights Tale and ask students to identify the elements of heraldry, or read to them from a book about knights such as The Best Book of Knights and Castles by Deborah Murrell.2. Explain that heraldry is a system of identification using a visual symbol called a coat of arms. Families developed this system of identification because warriors were difficult to recognize when they were covered with armor. Soldiers would look at the coat of arms to see whom they were fighting with or against. 3. Students will create an original coat of arms to be worn during class activities. One section should have an animal, tree, flower, weapon, or ship. The other sections will have designs or symbols that represent students personally. Students may choose to use medieval symbols or contemporary symbols for their personal designs. Students may use the Heraldry Packet as a resource or a brainstorming tool . When their designs are complete, students will place a small piece of clear tape across the back of their shield near the top center to reinforce it. The shield can be pinned to the students shirts through the reinforced section.4. Assessment: Students will complete the Heraldry Checklist before they are allowed to wear their shield.

Image from an illustrated volume of Shakespeare plays, public domain

http://karenswhimsy.com/knights-armor.shtm

Heraldic Registry, left, from an illuminated textand right, above, a list of shields

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Heraldry is a system of identification using a visual symbol called a coat of arms. In the Middle Ages, designs were placed on flags, banners, shields, and clothing. Because most of the people could not read, tribes and families used these shields as a way to recognize each other. Soldiers and citizens would look at the coat of arms to see if strangers were friends or enemies. To develop your own coat of arms, choose a shield shape, using the outline on the back of this page, and di-vide it into sections. One of the sections should have an animal, tree, flower, weapon, or ship. The other sections should have designs or other symbols that represent you. All sections should be carefully colored. Use the pictures in this Heraldry packet to help you.

Heraldry

Resource: www.heraldicclipart.com

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Heraldry ~ My Coat of ArmsName _________________________________ Date ___________

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Heraldry Checklist Name_____________________________________________________ Period_______

As you complete the requirements for your coat of arms, place a check in the box provided. Please take your time and review the requirements carefully.

Please place checkmarks here!

Choose a shield and divide it into sections.

Look through the Heraldry packet to search for ideas.

Carefully draw an animal, tree, flower, weapon, or ship in one section of your shield.

Fill the other sections with other designs and symbols that represent you. You may choose to use modern day symbols or icons to represent your life in the present.

Carefully color your shield using the medium of your choice.

Double-check your entire design, checking for errors and making improvements.

Wear your completed shield to school

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Illuminated Manuscripts 1. Begin by introducing the Lesson Motivation as mentioned previously. 2. Show an Illuminated Manuscript Slideshow (see the Illuminations on the CD) Explain concept of illuminated manuscript and discuss examples of different ancient manuscripts. Invite students to analyze how factors of time period and location have influenced the content of the works. 3. Inform students that Saint Johns University in Minnesota has decided to draw upon the time tested tradition of this classic artform by creating a contemporary illumination. Show DVD clips of The Saint Johns Bible or images from youtube and the web (http://www.youtube.com/SaintJohnsBible#p/a/u/2/DrFFVpRnOqY http://www.saintjohnsbible.org/ http://www.loc.gov/exhibits/stjohnsbible/stjohns-exhibit.html) The Illuminator and a Bible for the 21st Century http://www.johnnealbooks.com/prod_detail_list/35 Ask students to compare and contrast the contemporary illuminations with the ancient examples seen previously. What are the similarities? What are the differences? 4. Explain that students are now ready to create their own illuminated manuscript. Give each student a copy of the handout entitled Illuminated Manuscripts 5. Discuss possible patterns and motifs that students may investigate in order to illuminate the diverse topics they will explore in the written part of their manuscript. The teacher may wish to distribute the handouts entitled Knotwork, Thatchwork, and Illuminated Letters in order to accelerate the brainstorming process (see Knotwork, p. 67, Thatchwork, p. 68, and Illuminated Letters, p. 69) 6. Show students how to bind a simple book that will become their own illuminated manuscript (see Bookbinding). 7. Invite students to create several brief sketches of possible themes or patterns based on the manuscripts they have observed. Students will choose their best ideas to be transferred into their final manuscripts. 8. In order to give their manuscripts a hint of authenticity, students will use rich colored pencil with gold accents, if possible.

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Illuminated Letters

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Assignment: Choose 10 journal topics from the following list. Place a check next to the ideas that you would like to explore. You will also choose sev-eral ideas that you would like to illuminate or illustrate. Please investigate historical examples of manuscripts in order to gain inspiration. Look for borders, patterns, and design ideas. In addition to the journal topics below, you must also choose one contemporary topic from your life or from modern day society that you wish to explore. You might choose to write about your favorite hobby, a vivid memory, or a current event that you think is worth re-membering. You will also illustrate this theme using your own contemporary style, just as the artists working on the Saint Johns Bible have done. Please carefully define your idea before you begin.

Journal Topics (Choose Five)

1. King Arthur had a large, round table built for discussions with his knights. The round shape was chosen to show that every knight, and even the king himself, had equal worth. The message of the circle was: Were all here, and we all count. When you are in class at school, do you sit in rows or in a circle? Do you think the people in the back participate as much as those in front? Do you think sitting in a circle makes people feel equally important?

2. Laws in the Middle Ages stated that women had no rights. They could not own land and they had to give all of their money to their husbands. How would it feel to be a woman in the Middle Ages? What challenges would you face?

3. People were in a hurry to grow up in the days of castles. Boys could marry at fourteen and girls at twelve. Why? Because only half of the population lived to be the age of thirty. Do you think medieval kids missed anything by growing up so fast? At what age do you think people should be considered an adult? What are the best things about being a child?

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Illuminated ManuscriptsOnly the richest and most scholarly people owned books in the Middle Ages. Monks wrote books by hand using quill pens and decorative letters. They added frilly vines, flowers, and sometimes even real gold to the letters. This was a time when calendars and journals were used only by the wealthy in order to mark the passage of time. You will create your own manuscript and fill it with your thoughts about the Middle Ages.

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4. Being a servant to the rich could be very demanding. Peasants com-plained when one highborn lady ordered them to stop the frogs from croaking at night. What would you do if you were one of these peas-ants? How would you feel about the nobles?5. If you were a king or a queen with a crown and loads of money, then what would you do with your power? Would you be a kind leader or a

bully? What would be your first proclamation shouted by the herald?6. People behaved rather crudely at the dinner table in the Middle Ages. How do you think we went from spitting across the table to chewing with our mouths closed? Do you think manners are important? Why do you think manners evolved?7. In the middle ages, a mess was the bread under the trencher that kept the meat juices from running on the table. At the end of a feast, the mess was left uneaten. Thats how we get the expression, Clean up that mess! What other expressions could have come from the middle ages? Make up a few expressions of your own and create a story about the origin of each one of them. 8. A catapult is a mechanical device that hurls objects into the air, over castle walls. Attackers used them during castle sieges. If you had a catapult today, then what would you do with it? Design your own cata-pult or write a story about an adventure you could have with a similar device.9. An open mind is ready for new ideas. A closed mind thinks it knows everything already. People in the Middle Ages were extremely closed minded. They were afraid of new ideas and people. About what things might you be considered closed minded ? How can you open your mind to new ideas?10. Believe it or not, you live far better than the wealthiest king or queen of the Middle Ages. Some of the everyday items that you frequently use would be incredible luxuries to medieval people. Make a list of some of the things you might not have in the Middle Ages. How would your life be different without these things?11. In the Middle Ages, scholars thought they knew everything. Here is a list of common knowledge at the time:a. The earth was flatb. Eating basil hatched snakes in your headc. Eating eggs caused frecklesd. Noble people and peasants had different bloode. Fireflies were the souls of babies who died before being chris-tenedMake up your own list of absurd knowledge. You might use medieval logic to explain why the sky is blue, or from where rain comes.

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12. In medieval times, students were beaten with willow branches or punched and kicked if they disrupted the class. How would you han-dle students who interrupted the class?13. People who can read and write are called literate. In the Middle Ages, only the very rich or religious people were literate. How would your life be different today if you couldnt read? What are some of the things that you wouldnt be able to do?14. Jewish people had a hard time in the Middle Ages because of intol-erance. They had to live in special neighborhoods. A strange thing happened during the Black Death. The Jews did not get sick. Many accused the Jews of poisoning the water wells of the sick. This idea spread hate and fear. What is the real reason that the Jewish people didnt get sick? They were forced to live apart from other people, so they didnt catch the disease. Have you ever had to deal with intol-erance? What would it have felt like to be Jewish? Can you think of another time in history when the Jews were not welcome?15. At the end of medieval times, knights were suddenly unemployed be-cause of the invention of the gun. What else do you think has changed as a result of this invention?16. Look around. Do you see any buildings that resemble castles? Watch

for flags and banners. Can you find knights, castles, or kings in adver-tisements? What evidence of the Middle Ages can you find around you?

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BookbindingIn order to create a simple telescope book for your illuminated manuscript, carefully complete the fol-lowing steps in order.

1. Fold six sheets of paper in half and place them inside one another2. Lay three sheets A together and cut a triangle from the center of the spine.3. Lay A on top of the other three sheets B and mark triangle area.4. Cut wedges from top and bottom of B.5. Telescope right side pages of B and slide through slot of A.6. Let right side of B spring into place on right side of A.

Johnson, P. (1998). A book of ones own. Portsmouth: Heinemann.

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Illuminated Manuscript Grading SheetName__________________________________________________Period____________

Please carefully evaluate each of the entries in your Illuminated Manuscript. Rate your performance by circling the number which best describes your work. L=1 point= OUCH! This needs serious help. L=2 points= Not so good. Needs improvement K=3 points= Its okay, but I could do better. J=4 points= Good! I met all of the requirements. J=5 points= Wow! Amazing! Outstanding Job!

1. My journal entries contain original thoughts and creative ideas that pertain to the topics I chose. a. 1 2 3 4 5

2. I have chosen at least five journal topicsa. 1 2 3 4 5

3. All of my journal entries are at least 50 words in length. a. 1 2 3 4 5

4. I have chosen several ideas (at least three to illuminate in my manuscript.a. 1 2 3 4 5

5. My drawings are completely finished. a. 1 2 3 4 5

6. My drawings show evidence of effort, improvement, and skill. a. 1 2 3 4 5

7. I used my time wisely and worked on my Illuminated Manuscript at the start of each day.a. 1 2 3 4 5

8. What is my overall impression of my illuminated manuscript? Is it quality work?a. 1 2 3 4 5

My Score__________________/40 points possible

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Knotwork

Elicia Timpson Gray, 2004

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Step One:Create a grid pattern using a series of dots.

Step Two:Draw two vertical lines just inside the dots of the first square. Skip a square and then repeat the process until you have completed the first line.

Step Three:Draw two horizontal lines just inside the dots of the empty squares. Make sure that the horizontal lines meet up with the vertical lines, forming a T shape.

Step Four:For the second row, draw two horizontal lines just inside the dots of the first square. Skip a square and then repeat the process until you have completed the second line.

Step Five:Draw two vertical lines just inside the dots of the empty squares. Make sure that the vertical lines meet up with the horizontal lines, forming a T shape.

Step Six:Repeat steps one through five until you have created enough thatch. Color in the squares that frame the dots. Add color to the thatch if desired.

Thatchwork

Elicia Timpson Gray, 2004

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Art for Everyone Using Music, Drama, Art, & Movement

Research has demonstrated that students, as a whole class, will have the most success when ideas and concepts are explained in a variety of ways. In addition, we all know that most students get tired of sitting in chairs and working quietly or just listening. One way to both reinforce con-cepts and reach the largest group of students as well as preventing boredom and disinterest is by using the arts in your class. This section presents a wide variety of ways to use the arts as a vehicle for greater understanding.Spelling/ word comprehension 1. Try using movement for appropriate words. Reseachers have discovered that students learn a second language best when they link things like movement or images to the vocabulary. You can do the same thing with English, both for any students who are learning a second language and for those who are native speakers. For example, if your classs spelling list contains the words jump-ing, running, walking, sitting, hiking, etc., have the students say and spell the words out loud as they perform the action (some will be more mimed than actually performed). So students say walk-ing and spell it as they walk around their row of chairs or their table. Then they run in place while saying and spelling running. They can end with sitting in their chairs while they say and spell the word.2. Have students draw a simple picture to go with any words they are having difficulty with. They can use the letters of the word to draw a picture that will help remind them of the correct spelling.

3. Use the tune from a simple song the students know to help them learn how to spell difficult words. Students can then sing to themselves to remember the spelling.4. For comprehension, have students draw or act out words they need to learn. For example, have them stand and stretch up high for tall, and crouch down low for little, or reach to each side for long. Students may also be able to spell out the words by making similar shapes to the letters with their bodies (remember YMCA?)Students can use movement to reinforce and explore comparisons such as slow, fast, faster, big, bigger, biggest and to learn words like levels, tim-ing, direction, as well as the different directions. Teach your class the Hokey Pokey to help them learn right and left.5. Students can make up a rhyme about words and their meaning. You could divide the class into groups that each are assigned a couple of the words. Then each group can teach its rhyme to the rest of the class. Math1. Using manipulatives is a good way for many students to learn. As a variation, have the stu-dents be the manipulatives. For example, have 2 students stand at the front of the room. Ask the class how many more students it takes to make 5 students, and have 3 students come join the first 2. Then ask how many it takes to make 9. Now take 3 students away, and ask how many are left, etc. You can also divide the class into a few groups. Indicate a line that is about equidistant

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from the groups. Call out a number or simple addition or subtraction problem and have the stu-dents see which group can be the first to make the number or problem out of their group of students. 2. Allow students to demonstrate that differ-ent combinations of numbers can add up to the same number by dividing the students in groups and giving them differing numbers of + signs, 1 = sign and one sign with a number such as 9 (each group must have enough students to perform the function). One student must hold each + sign, the = sign and the total number. The other stu-dents must be divided into groups so that they make an accurate function. So if one group has 15 students, 1 will be the = sign, 1 the numeral 9, and then, if they have 4 + signs, 4 students will hold those signs. The group must figure out a way to use the 4 + signs by dividing the 9 students into 4 groups. Give the students a few minutes to figure out what theyre doing and to assemble themselves as the equation. Then explain you are going to make a change, and they must make new groupings to make a new arrangement that is still true. So if the first grouping was 2 + 2 + 2 +2 +1 = 9, and they now have only 3 + signs, they will regroup into an equation that uses only 3 groups to add up to 9. If the number of + signs the group has allows different configurations, you will not have to change the number of + signs but can just ask the groups to make a different arrangement. If you want, one or two students can be the direc-tors and tell the other students what to do. Give different children a chance to be directors. If they get stumped, allow the students to get help from a member of their group. To avoid embarrassment, you can make the help be like the TV game, and they each get one chance to call on someone else for help.3. Have students make up a rap, a chant, or a song, to memorize things like the times tables, or some-thing as complicated as the periodic table.DramaReaders TheaterCreating Scenes or very short plays based on books

Creating Scenes or very short plays that illustrate appropriate interactionsCreating Scenes or very short plays based on his-torical eventsCreating Process Dramas based on historical events or different times or culturesMime for the Hard of Hearing

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Art for Everyone Music and Music Games

Music can be a way to reach all students, to change pace, alleviate or avoid boredom, to learn, and to have fun! According to the Sound Piper, certain musical activities are particularly useful for certain kinds of learners:Auditory learners: Use activities and promote experiences that develop auditory discrimination. Auditory learners tune in to the sounds of music. They hear and imitate rhythms and melodies. They can discriminate between different types of sound (environmental, noise, and musical), pitches (high and low), and timbre (wood, metallic). Visual learners: Visual learners recognize visual cues, musical notation, watching a performance, and looking at instruments as they are played. Kinesthetic learners: Most students excel through kinesthetic means: touching, feeling, experienc-ing something with hands-on activities. Kinesthetic learners will enjoy playing instruments, singing songs, and moving to music. Here are some resources for Music and for Music Games:Web sitesNational Institute of Environmental Health Sciences has Childrens Songs with midi files and lyrics at http://kids.niehs.nih.gov/musicchild.htm(This same page has links to other kinds of songs such as patriotic or holiday songs.)Color Songshttp://www.theteacherscorner.net/lesson-plans/music/colorsong.phpMusical clip art to teach your students note values, staffs, etc. plus images for different in strumentshttp://www.abcteach.com/directory/clip_art/music/Links to a variety of web sites. I especially liked this one, which includes many things to teach as well as sections on Literacy and Numeracy Elements: http://www.soundpiper.com/mln/activities.htmhttp://www.funmusicco.com/musicteachersblog/2009/07/15-free-music-activities-and-lesson-plans-for-the-classroom/Movement Activities and Games for Elementary Classrooms (Part 1) By Leah Davies, M.Ed. also has a link to Part 2http://www.kellybear.com/TeacherArticles/TeacherTip69.html

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50 state rhymeshttp://www.edu-cyberpg.com/Music/IDEAS_FOR_CLASSROOM_USE.htmlhttp://en.wikipedia.org/wiki/List_of_children%27s_songsList of Nursey RhymesLearn a song from a time period or country youre studying or that goes with a book the class is read-ing.Find short videos on youtube, such as this one by Jean Ritchie and Pete Seegerhttp://www.youtube.com/watch?v=4iCkCIBDRyE&feature=relatedTeach your students, boys and girls, to jump rope. Its great exercise and the rhyming is good for stu-dents reading.American rhymes http://www.gameskidsplay.net/jump_rope_ryhmes/English Directions and Rhymes and http://www.woodlands-junior.kent.sch.uk/studentssite/play-groundgames.htm#1http://www.mudcat.org/jumprope/jumprope.cfmBooks (try your own library and consider buying used, often very cheap, and some can be purchased as downloads, also inexpensive)Singing Games Children Love, vols 1 & 2Choskys 120 singing games (very expensive, but school or district may own a copy)150 American Folk Songs: To Sing, Read and Play (BH Kodaly) American Folk Songs for Children, by Ruth Seeger The Pete Yarrow Songbook: Favorite Folks Songs(and many others)Look under Folk songs for children in Music on amazon.comUse folksongs about historical events to help students remember and understand what happened, such as Paddy Works on the Railway, The Erie Canal, songs from the days of the Underground Rail-road, which gave information to the slaves about where and when they should go (Follow the Drinking Gourd, Steal Away, Swing Low, Sweet Chariot).EXTENSIONSFor students who are more advanced than the rest of the class, they can Be the accompanist on rhythm instruments or an instrument they play Write a new version of a song Learn to direct

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Art for Everyone Social Studies Extensions

1st 6th Gradeby Vicki Gehring

1st Grade safety of self and othersShow the student(s) the poster Keeper of the Gate, and read or have them study the information on the back about why the artist called this picture Keeper of the Gate.Then have them draw a picture of someplace they have been told not to go, or some thing they have been told not to do. When they are finished with their drawing, have them show the poster and their drawing to the class and explain the poster and their drawing.2nd Grade geography and citizenshipproject 1Using the poster, Sunrise, North Rim Grand Can-yon, have the student(s) research some informa-

tion about the kind of rocks found in the Grand Canyon and find photographs of other places with the same kind of rocks and draw a picture of a similar landscape.Then have them show their picture to the class and tell about why this kind of rock looks the way it does.Project 2Using the poster, Handcart Pioneers First View of Salt Lake Valley, ask the student(s) to name all the ways the pioneers in the picture are working together. Then have them draw a picture of our day that shows people working together.Have them show their drawing and tell why it is a good thing when people work together. 3rd Grade community and change are a part of lifeShow the student(s) the poster, Immigrant Train: Away to the Mountain Dell, the Valley of the Free, and have them draw a picture of their family to-day going on a trip. Have them show their picture and tell all the ways other people made it possible for them to make this trip. (For example: road builders, car makers, maps (GPS), etc.)Then have them show the poster and conduct a class discussion of how and why the pioneers worked together on their trip, and what are the differences today when we go on a trip.Sample question:Why did they travel in wagon trains instead of go-ing by themselves?How long did it take them compared to how fast we travel today?Where did they get their food? Where do we get our food when we go on a trip?

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What are the differences if the trip takes more that one day?How are the effects of the weather different?4th Grade connections between past, present, and futureHave the student(s) draw a picture of their family doing something in their house.Show them and/or the class the poster of, Boy and Cat: My Little Son, Heber James.Tell them when the picture was painted. Then have them compare the drawing and the poster and identify some things that are different today and discuss how the life style of the boy in the poster would have been different from their life-style. Discuss some things that might be the same.

5th Grade US HistoryHave the student(s) find a picture of either John Hancock or Paul Revere and draw a portrait of one of them. Have them show the Cyrus Dal-lin poster of his sculptures of John Hancock and Paul Revere to the class and share the informa-tion on the back of the posters about both Cyrus Dallin, Paul Revere, and John Hancock. Have the student(s) explain why they chose the one they did for their portrait. Have them discuss what might be different in their life if these men had not preformed their service for our country.

Optional: Have the class discuss: 1. How art helps maintain our appreciation for the great leaders of the past. 2. What are some things they can do to honor the service of great leaders of the past.

6th Grade World HistoryHave the student(s) choose a famous building or structure and draw a picture of it. Have them research the history of the building or structure, what country its in, and what makes it so famous. Write a paragraph about why they chose this for their drawing, and why it is famous.

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Art for Everyone Building in Extensions

Middle School or High School DrawingBy Cindy ClarkArt is a natural for helping those students who excel. In art class, a student can ALWAYS have a chance to go beyond requirements. Just give them the opportunity. Suggest that they try to use new media or be creative in some way. For example, I wanted to teach students about proportions, and so we drew a spray bottle to check proportions or relationships of the top part to the bottom part. I told students to draw the spray bot-tle, but they could choose their own media and could add a creative element. Students were excited to do MORE than the require-ment, as you can see from their drawings. To incorporate extensions in a lesson, just make sure the assignment is not so limit-ing that students cant add their own ideas, demonstrate their skills, and stretch their abilities. All exampes are of junior high school students

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Art for Everyone Self-Portraits: Adaptations & Extensions

One common art lesson is to have students com-pose a self-portrait. The self-portrait is a natural lesson on proportion, can easily encompass many other elements and/or principles of art, and it carries with it a psychological means of express-ing and gaining insight into ones own personality and increasing self-worth.One way to adapt such a lesson for children with physical and/or mental limitations is to use tech-nology. The following list gives a few ideas: 1. Have students photocopy their faces. They can choose to include their hands or perhaps some object that has meaning or interest for them (depending on the child, you may want to offer some choices). Allow the students (or help them) to make se

art for everyone

Documents

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