Overarching Concept for the Lesson/Unit: Placemaking

Grade Level: 3

 

Essential Questions: 

Do we all think about the schoolyard in the same way?  Do we have the same special spots as our classmates?  How do we interact with the built environment?  How do we present these ideas and feelings to other people?

 

Standards:

VA3.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.  

b. Apply available resources, tools, and technologies to investigate personal ideas through the process of making works of art.

VA3.CR.2 Create works of art based on selected themes.  

a. Create works of art to express individual ideas, thoughts, and feelings from memory, imagination, and observation.

VA3.CR.3 Understand and apply media, techniques, processes, and concepts of two- dimensional art.  

c. Combine materials in creative ways to make works of art (e.g. mixed-media, collage).

VA3.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.  

d. Use a variety of strategies to critique, discuss, and reflect on personal works of art and the work of peers.

VA3.CN.1 Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art.  

c. Recognize ways that artists are involved in communities and careers (e.g. architects, painters, photographers, interior designers, educators, museum educators).

VA3.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

 

Objectives: 

By the end of this 4 part lesson, the student will plan and design a tour (poster) of three important (to them) places on the grounds of the school that includes the creation of a drawn map, 3 photographs using an ipad or instant camera, and 3 brief written descriptions of their “tour stops.”  The student will identify design decisions in layout, font-choice, and composition.  The student will be able to present and explain why they chose the “tour stops” to other classmates, and they will exchange information resulting in a reflection/analysis on aspects of their classmates “tours.”  This is an emotional/experiential map and therefore will not rely on formal cartography skills.

 

Assessment Instruments:

observation

self-assessment checklist (attached)

rubric (attached)