Students will create a collage using three pictures provided by a classmate without knowing what the pictures are of. They will then record an original story to accompany their collage. Over four days, students will be introduced to collage art, trade pictures with a partner to use in their collage, work on their collage and recording, and finally present their completed work and story to the class.
Students will create a collage using three pictures provided by a classmate without knowing what the pictures are of. They will then record an original story to accompany their collage. Over four days, students will be introduced to collage art, trade pictures with a partner to use in their collage, work on their collage and recording, and finally present their completed work and story to the class.
Students will create a collage using three pictures provided by a classmate without knowing what the pictures are of. They will then record an original story to accompany their collage. Over four days, students will be introduced to collage art, trade pictures with a partner to use in their collage, work on their collage and recording, and finally present their completed work and story to the class.
Students will create a collage using three pictures provided by a classmate without knowing what the pictures are of. They will then record an original story to accompany their collage. Over four days, students will be introduced to collage art, trade pictures with a partner to use in their collage, work on their collage and recording, and finally present their completed work and story to the class.
Download as DOCX, PDF, TXT or read online from Scribd
Download as docx, pdf, or txt
You are on page 1/ 4
Jiun Lee
Second Grade Art Unit Plan
Unit Title/ Big Idea: Mystery Collage
Collage creation Multi-modal story writing using audio recording and visuals.
Grade Level: Second Grade
Summary
Through making a collage art using three pictures of unknown objects from a peer, students will develop sense of creativity and community. After they create the collage, they will record a story that goes along.
Key Concepts
Collage Use of different colors and textures to represents. Creating a story from objects that students do not know about
Essential Questions
How engaged were students during this activity?
How did students incorporate components of story writing in their art works? How did students use different textures and colors?
Objectives/ Standards
Literacy: Common Core State Standards
o Presentation of Knowledge and Ideas SL. 2.6 o Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts,
and feelings. Visual Arts: National Visual Arts Standards o Creating
Anchor Standard 2: Organize and develop artistic ideas and work.
Enduring Understanding: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. VA: Cr2.3.2a: repurpose objects to make something new.
Time
About 1 hour for four days.
Materials/Attached Documents
Power Point presentation of example art works.
o Includes works about Richard Hamilton, Greg Gossel, and Eugenia Loli. Children will each bring pictures of three important things in their lives. Magazines and newspapers for collage Large pieces of construction paper (different colors) Markers, water color, pencils (materials and children had used before in the previous
school year). Recording devices
Vocabulary
Collage: art work made by sticking various different materials together.
Prior Knowledge and Experiences
By second grade, students would have already had experiences in collage making. Collaboration with the art specialist will assist student understanding through this process. o He/ she will introduce Henri Matisse and how he used different shapes and colors to express. o He/ she will discuss with the students how different colors can convey different meanings and emotions.
Procedures Day #1: Introduction 1. The teacher will invite students to sit and face the Smart Board.
2. The teacher will show the presentation of collage artists and their works. 3. Since it is the beginning of the year, the teacher will remind students about how to participate in VTS process. 4. Students will VTS Eugenia Lolis collage work. a. They are encouraged to discuss how different colors are used to support the entire image. b. They will also discuss what story her work is telling. Day #2: Activity 1. The teacher will introduce the activity to the children. a. The children will be randomly assigned a partner. b. Without telling who those three things are, they will trade their pictures with each other. c. Students will create collage works that tell stories. d. After they are finished they will record. 2. The teacher will go over expectations. a. Respecting what is important for others (eg. Not creating a monster with someones teddy bear, not cutting faces in someones family photo) 3. The teacher will randomly assign children in groups of two. 4. Children will trade their pictures. 5. They will start brainstorming and making arts. The teacher will visit each child to conference. Day #3: Completing the Activity Continuation of art making 1. For those who are finished, the teacher will suggest some revision ideas. 2. When children complete their works, they will record along with the picture using iMovie app. Day #4: Share Time 1. When all the children complete art making, share time will begin. a. The teacher will address how to make respectful comments. 2. Students will share their art works and talk about their processes. 3. After each person present, the owner of the pictures, will reveal what those are. Reflection Process
Children will have opportunities to share their works and listen to their peers feedback. The next day, children will start wiring of a narrative using this experience. Children will be able to refer back to their peers feedback and reflect to enhance the quality of the work.
Accommodations
For children to take pictures of three important things in their lives, they need access to technology. However, not all students will have access to one. If the teacher did home visits prior to the beginning of the school year, the pictures were taken then. If not, the
teacher will check out equipment to children.
For children who struggle to come up with ideas, collections of different collage work
will be available for them to look at.
For ELL students, recording might be challenging. Instead of audio recording, the teacher
might take a video so that they can point to the picture as they are explaining. To accommodate students with fine motor difficulties, the teacher will mention that tearing as an option.
Follow Up
This activity can lead to a literacy activity of play writing. The next day, the teacher will have children write out their story or the script. The audio recording can serve as their prewriting evidences.
Assessment
The teacher will assess students as he or she conferences with them. The teacher will ask essential questions such as, why did you decide to use this color? Why did you decide to place pictures on the places you put them. Students will also be assessed on the presentations of their works. Their works should include characters, settings, and plots.
