Art Around the World: GPS Scavenger Hunt Created by: Debralee Lithimane Wilson Middle School: Council Bluffs, Iowa Grade Level (Req.): 6-­‐8 Content Area (Req.): Art Unit (Opt.): Art is Universal Connections to Other Disciplines (Opt.): x Geography x World Cultures x Time Frame (Req.): 1-­‐2 class Goal (Req.): Students will recognize that art is from all around periods/ 50-­‐100 minutes the world and often represents the cultures of its artists. Objective (Req.): Students will successfully fill out Around the World Scavenger Hunt. Students will discuss the artworks presented in the worksheet, and the larger idea about the universal nature of art and its connects all around the world. Materials Needed (Req.): New Vocabulary (Opt.): x Student Chrome Computers x GPS Coordinates (format) x Around the World worksheets x Vocab unique to artists and cultures the teacher chooses to dicuss with class as x Pencils/ Pens examples of world art. x World Map x x Examples of Art from around the world x x x x Anticipatory Set/Introduction [Inquiry Question is required] (Req.): Where do people make art? What kind of art do people make there? How does art represent culture? Where are these places on the map? How far is that? Instructional Sequence/Procedure (Req.): 1. Show examples of artwork to students….. Where are these from? 2. Allow students to make guesses and discuss some of the works. 3. Ask students questions from the anticipatory set and formatively gauge responses 4. Pull out world map if necessary and discuss distances and locations on map 5. Allow students 1-­‐2 class periods to do Art Around the World scavenger Hunt : Instruct on use of Google Earth and Google search as needed 6. Class or small group discussion of artworks and worksheet 7. Students share their choosen artwork and mark it on class world map 8. Teacher provide scaffolding and enrichment where necessary *Enrichment idea-­‐ discuss how regions and cultures of people influence one another and how you may be able to see that in the art world. * Scaffold idea-­‐ Students struggling with the spatial understanding or the cultural relationship of people to the place they live should focus on Frida and Grant Wood’s work and dicuss the differences specifically between American and Mexican culture. (Frida has work about this cultural difference.) They can also mapquest how long it would take them to drive to Mexico’s border, and then Mexico City. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Formative Evaluation (Req.): Gauge student Assessment (Req.): Scavenger Hunt/ Class responses during class discussion/ use checklist if presentation of choosen artwork. needed Iowa Core Curriculum Standards Used (Req.): x GE 1., Grades 6-­‐8: Understand the use of geographic tools to locate and analyze information about people, places, and environments. x GE 2, Grades 6-­‐8: Understand how geographic and human characteristics create culture and define regions x x x x x x x x Common Core Curriculum Standards Used (Opt.): x x x x x NGS Standards Used (Req.): x 1. How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information x 3. How to analyze the spatial organization of people, places, and environments on Earth’s surface x 4. The physical and human characteristics of places x 6. How culture and experience influence people’s perceptions of places and regions x x x x x x Five Themes of Geography Used (Req.): x Location x Place School District Standards and Benchmarks (Opt.): x Understand human culture and society in relationship to the visual arts x Region x x . x x 21st Century Universal Constructs (Opt.): Critical Thinking, Complex Communication, Flexibility and Adaptability, Productivity and Accountability Other Disciplinary Standards (Opt.): x Fine Arts Iowa Core Standards*( Align Directly with 21st Century Universal Constructs) x x x x Other Essential Information (Opt.): Other Resources (Opt.): x Power point/ Media Projection helpful to aid in classroom discussion x x x !"#$!"%&'($#)*$+%",(
!""#$%&'()*+&(,-&!""#$%&.%()/+&()%&(00)"0)1(*%&*""$2&3")&*+12&(221#,4%,*5&61$$&"7*&*+%&)1#+*&
/"$74,5
8
E1*$%&"3&F)*G")H;
F)*12*;
9"/(*1",&IJ1*KL&J"7,*)KM;
9"/(*1",&"3&*+%&:"72%;&<&=>5?8@@>A&&B&?A5AA>C?D
A
B+(*&12&*+12&F)*G")H;
B+%,&G(2&1*&4(-%P
9"/(*1",&IJ1*KL&J"7,*)KM;
9"/(*1",&"3&*+12&0(1,*1,#;&<&=D5>DCNNOL&&'&858N@D==
C
<(4%&"3&*+12&F)*G")H;
F)*12*;
9"/(*1",&IJ1*KL&J"7,*)KM;
9"/(*1",&"3&/"(2*($&/1*K&,%()&*+12&G(Q%;&&<&CD5==@=?ACL&'&
8C?5N=ACACN
!"#$!"%&'($#)*$+%",(
!""#$%&'()*+&(,-&!""#$%&.%()/+&()%&(00)"0)1(*%&*""$2&3")&*+12&(221#,4%,*5&61$$&"7*&*+%&)1#+*&
/"$74,5
=
B+(*&12&*+12&F)*G")HP
F00)"S&G+%,&G(2&1*&4(-%P
9"/(*1",&"3&+12&E"4R&12&1,&
G+1/+&T($$%KP
9"/(*1",&"3&+12&*"4R;&<&AD5@=>OCCL&'&CA5N>8NN@
D
B+(*&12&*+12&R71$-1,#P
B+%)%&12&1*&9"/(*%-P
B+"&-%21#,%-&*+12&R71$-1,#P
B+%,&G(2&1*&R71$*P
9"/(*1",&"3&*+12&()/+1*%/*7)($&4(2*%)01%/%;&.&CC&D85=8@@OL&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&'&
8D8&8A5?8C8C
!"#$!"%&'($#)*$+%",(
!""#$%&'()*+&(,-&!""#$%&.%()/+&()%&(00)"0)1(*%&*""$2&3")&*+12&(221#,4%,*5&61$$&"7*&*+%&)1#+*&
/"$74,5
B+%)%&G(2&V(,-1,2HK&R"),P
N
B+(*&12&*+%&0"07$(*1",&"3&
W"2/"GP&X2&*+(*&4")%&")&$%22&
0%"0$%&*+%,&*+%&Y4(+(ZJU&
4%*)"&()%(P
!""#$%&2%()/+&V(,-1,2HK[2&G")H
(,-&-%2/)1R%&1*&1,&(&3%G&G")-2;
U1)*+0$(/%&"3&B(221$K&V(,-1,2HK;&<&DD&=D5CN?>NL&'&C@&
C@5>CN8?
@
B+%)%&G(2&6)1-(&R"),P
B+(*&H1,-&"3&()*&-1-&6)1-(&
V(+$"&4(H%P&I+1,*;&.($Q(-")&
\($1&G(2&0()*&"3&*+%&2(4%&()*&
4"Q%4%,*M
U1)*+0$(/%&"3&6)1-(&V(+$";&&<&8?&8?5@CC=L&B&??&?5N8NO
!"#$!"%&'($#)*$+%",(
!""#$%&'()*+&(,-&!""#$%&.%()/+&()%&(00)"0)1(*%&*""$2&3")&*+12&(221#,4%,*5&61$$&"7*&*+%&)1#+*&
/"$74,5
O
B+(*&12&*+%&,(4%&"3&*+12&
0()HP
B+(*&/1*K&12&*+12&0()H&1,P
:(Q%&K"7&%Q%)&R%%,&*"&*+12&
0()HP
9"/(*1",&"3&*+%2%&07R$1/&()*G")H2;&<&=85AD?==ANL&B&
?D5OD8N@OD
]]]]61,($&J+($$%,#%&^7%2*1",]]]]
.*%0&8;&!""#$%&2%()/+&3")&(,&()*G")HZ&()*12*&"3&K"7)&/+"1/%_55&B+"&-1-&K"7&/+""2%P&B+(*&12&*+%&*1*$%&"3&
*+%&()*G")H&K"7&+(Q%&/+"2%,P
.*%0&A;&!""#$%&2%()/+&3")&K"7)&()*12*&(,-&-12/"Q%)&K"7)&()*12*[2&R1)*+0$(/%_55&B+%)%&G%)%&*+%K&R"),P
.*%0&C;&!""#$%&2%()/+&*+%&!`.&/"")-1,(*%2&"3&*+%&()*12*&K"7&+(Q%&/+""2%,5&B+(*&()%&*+%&!`.&
/"")-1,(*%2P
.*%0&=;&J+%/H&*+%&!`.&/"")-1,(*%2&",&!""#$%&'()*+&*"&4(H%&27)%&*+(*&*+%K&()%&R"*+&/"))%/*&(,-&*+%&!`.
3")4(*&12&(//%0*%-&RK&!""#$%&'()*+_5&&X3&,"*L&0$%(2%&(-a72*&(//")-1,#$K_55&:(Q%&K"7&27//%2237$$K&3"7,-&
*+%&$"/(*1",&"3&K"7)&()*12*[2&R1)*+0$(/%&",&!""#$%&'()*+P