Bridging Our Understandings Through Symbols. Grade 4-5 Section One Benchmarks (Language of the Benchmark in Bold that will be assessed with this activity.) Strand I: Artistic Foundations Standard 3: Demonstrate understanding of the personal, social, cultural historical contexts that influence the art areas. 3.1 (K) Describe the personal, social, cultural or historical contexts that influence creation of visual artworks including the contributions of Minnesota American Indian Tribes and communities. 3.2 (K) Describe how visual art communicates meaning Strand II: Artistic Process: Create/Make Standard 1: Create or Make in a variety of contexts in the art area using the artistic foundations 1.1 (P/P) Create original two and three-dimensional artworks to express specific artistic ideas. 1.2 (R) Revise artworks based on the feedback of others and self-reflection Section Two Learning Goals: The student will: 1. (K) describe how the cultural symbols of the Lakota Winter Counts and symbols from our current culture are influenced by their cultural and historical context. 2. (P/P) create an original symbol that expresses a specific idea about an event from their life and reproduce it using the process of relief printmaking. 3. (P/P) revise their symbol based on the feedback of others. 4. (K) write or talk about how their relief print of a personal symbol expresses and communicates the story about an event from their life. Section Three Assessment Activity: (Assessment activity as you would explain it to students. Align the activity to the learning goal(s). You will: 1. research about Lakota Culture using the website http://wintercounts.si.edu/index.html 2. listen to the conversation about Lakota culture by clicking on the link “Who are the Lakota? Historical Overview” and record information on the “Data Retrieval Sheet” (#4) 3. add information by reading teacher selected articles about the Lakota and Winter Counts. 4. discuss key points in a brief group discussion with another group of students in the class. 5. observe a variety of Lakota Winter Count examples from the Smithsonian Museum of Native American Art. http://wintercounts.si.edu/index.html Click on “View Winter counts. Click on “Artifacts” and scroll through Winter Count Keepers choose two keepers to compare and contrast using “Comparing and Contrasting Winter Counts” (#5) 6. observe the symbols used in the winter count by Winter Count Keeper, Rosebud. Look at his winter count on http://wintercounts.si.edu/index.html Click on symbols that you find interesting and read about their meaning. Complete the worksheet “Symbol Analysis from Rosebud’s Winter Count” (#6) 7. write a short descriptive paragraph about an event that has occurred in their life that will not happen again tomorrow, next week or maybe ever again. Use “Planning My Personal Symbol” (#7) to write about this event. In the box, draw the symbol that will represent this event. Consider all the important qualities of a symbol that others can understand. Use the qualities you listed on your t-chart “Brainstorming About Symbols” (#1) in your design 8. test the symbol on a group to see if they can read the meaning of the symbol. Listen closely to discover the features of the symbol that make it unclear. Do not reveal the meaning-only listen. 9. redesign/revise the symbol based on the feedback from the group and try it out again with a second group 10. use the “Designing My Personal Symbol” (#8) to record all feedback. 11. draw with pencil a final symbol design on a sheet of 4x4 white paper 12. transfer the symbol design to a piece of 4x4 E-Z cut linoleum. (reverse the symbol image on the E-Z cut) 13. plan on your drawing what will be cut to create a relief print. Conference with the teacher before beginning to carve the symbol design 14. carve the E-Z cut to create a relief block using safety methods for using carving tools 15. make a proof print of the personal symbol. Critique the print with teacher/peers and make any revisions on the E-Z cut printing plate 16. print for a final copy of the symbol 17. print your personal symbol based on a life event onto class winter count that brings together all the student’s stories. Decide the over-all composition of the class winter count. Identify and present their symbol’s story to the class 18. write a paragraph or talk about how the relief print of a personal symbol expresses and communicates the story about an event from your life. (focus on shape, detail, texture, and color) Use “Reflecting on My Personal symbol” (#9) 19. describe how the cultural symbols of the Lakota Winter Counts and symbols from our present-day culture are influenced by their cultural and historical context. Use “Reflecting on My Personal symbol” (#9) 20. discuss how your family records important events 2 Section Four Student Evidence created from the Assessment Activity 1. (K) The student will describe how the cultural symbols of the Lakota Winter Counts and symbols from our current culture are influenced by their cultural and historical context. (short answer selected response) 2. (P/P) The student will create an original symbol that expresses a specific idea about an event from their life and reproduce it using the process of relief printmaking. (original student created print of symbol that expresses a specific idea) 3. (R) The student will revise their symbol based on the feedback of others. (Designing My Personal Symbol) 4. (K) The student will write a paragraph or talk about how their relief print of a personal symbol expresses and communicates the story about an event from their life. (focus on shape, detail, texture, color) (Reflection on Personal Symbol or an oral presentation) Teacher Evaluation Criteria for: Learning Goal #1 Strand I: Artistic Foundations Standard 3: Demonstrate understanding of the personal, social, cultural historical contexts that influence the art areas. Benchmark 3.1 (K) Describe the personal, social, cultural or historical contexts that influence creation of visual artworks including the contributions of Minnesota American Indian Tribes and communities. Learn Goal #1 (K) The student will describe how the cultural symbols of the Lakota Winter Counts and symbols from our current culture are influenced by their cultural and historical context. (short answer selected response) Rubric: Level 4-Exemplary Description of the cultural and historical contexts that influence the creation of symbols found in Winter Counts and symbols used our current culture is thorough and detailed. Level 3-Proficient Description of the cultural and historical contexts that influence the creation of symbols found in Winter Counts and symbols used our current culture is complete and accurate. 3 Level 2-Emerging Description of the cultural and historical contexts that influence the creation of symbols found in Winter Counts and symbols used our current culture is mechanical and/or limited. Level 1-Apprentice Description of the cultural and historical contexts that influence the creation of symbols found in Winter Counts and symbols used our current culture is incorrect and/or inconsistent. Teacher Evaluation Criteria for: Learning Goal #4 Strand I: Artistic Foundations Standard 3: Demonstrate understanding of the personal, social, cultural historical contexts that influence the art areas. 3.2 (K) Describe how visual art communicates meaning Learn Goal #4 (K) The student will write a paragraph or talk about how their relief print of a personal symbol expresses and communicates the story about an event from their life. (focus on shape, detail, texture, and color) Rubric: Level 4-Exemplary Description of how the personal symbol print communicates meaning about an event from their life is thorough and detailed. (focusing on shape, detail, texture, color) Level 3-Proficient Description of how the personal symbol print communicates meaning about an event from their life is complete and accurate. (focusing on shape, detail, texture, color) Level 2-Emerging Description of how the personal symbol print communicates meaning about an event from their life is mechanical and/or limited. (focusing on shape, detail, texture, color) Level 1-Apprentice Description of how the personal symbol print communicates meaning about an event from their life is incorrect and/or inconsistent. (focusing on shape, detail, texture, color) 4 Teacher Evaluation Criteria for: Learning Goal #2 Strand II: Create/Make Standard 1: Create or Make in a variety of contexts in the art area using the artistic foundations 1.1 (P/P) Create original two and three-dimensional artworks to express specific artistic ideas. Learn Goal #2 (P/P) The student will create an original symbol that expresses a specific idea about an event from their life and reproduce it using the process of relief printmaking. Rubric: Level 4-Exemplary The specific event from the student’s life expressed in their symbol is clear and obvious in the final relief print. Level 3-Proficient The specific event from the student’s life expressed in their symbol is clear in the final relief print. Level 2-Emerging The specific event from the student’s life expressed in their symbol needs an explanation to be completely understandable. Level 1-Apprentice The specific event from the student’s life expressed in their symbol is only understandable with an explanation 5 Teacher Evaluation Criteria for: Learning Goal #3 Strand II: Create/Make Standard 1: Create or Make in a variety of contexts in the art area using the artistic foundations 1.2 (P/P) Revise artworks based on the feedback of others and self-reflection Learning Goal #3 (P/P) The student will revise their symbol based on the feedback of others. Rubric: Level 4-Exemplary The revision(s) to the symbol of specific event from the student’s life based on the feedback of others is thorough in the final relief print. Level 3-Proficient The revision(s) to the symbol of specific event from the student’s life based on the feedback of others is accurate in the final relief print. Level 2-Emerging The revision(s) to the symbol of specific event from the student’s life based on the feedback of others is limited in the final relief print. Level 1-Proficient The revision(s) to the symbol of specific event from the student’s life based on the feedback of others is inconsistent in the final relief print. 6