Arts- Infused Activity File
Name: Mary Krevonick
Date: 3/17/15
Topic: Ancient Greece & Rome
Grade Level/SOL: 3.1 Social Studies
Art or Arts involved (painting, sculpting, etc.): watercolor
What are some of the big ideas that students will walk away with after participating in
this activity? (essential knowledge)
Students will be able to recognize Greek and Roman architecture by drawing the three
columns presented in class: Doric, Ionic, and Corinthian with pens, pencils, and
watercolor. Students will also take away the technique of watercolor by watching a video
and practicing.
Briefly state how arts activities are infused into this lesson:
Students learn about Greek and Rome’s architecture by drawing their own Doric, Ionic,
and Corinthian columns. When the students complete their drawings, they are allowed to
decorate them however they please using watercolor and paintbrushes. Instead of just
looking at photos of the three different columns, students are able to be hands-on with
this activity.
List ALL materials necessary to carry out this activity.
 Paper of any sort: white/brown/thin/poster board/construction paper/card stock
 Paintbrushes of all sizes
 Watercolor sets (amount depends on class size)
 Table cloths
 Smock (depending on age)
Briefly list the teaching steps in order of classroom instruction. (summary of beginning,
middle and end)
1. Introduce Greek and Roman architecture by talking about the types of columns
there are and where we see these columns. Next, show pictures of the columns.
2. Watch a video on how to carry out various watercolor techniques.
3. Have students fill up cups of water and choose which brushes and paper they want
to use.
4. Put up examples of columns to refer back to while students create their own work.
5. When the students have completed their artwork, hang them on the wall and clean
up the classroom as a team.
How would you assess student learning to ensure mastery of the correlating SOL?
(informal, formal)
To ensure that students understand ancient Greece and Rome architecture, I would have
students write out the names of the three columns and either describe them in words, or
draw pictures of them to demonstrate understanding.
How will you manage the class during the activity? What will you tell the class to ensure
a successful lesson? During the activity, the teacher simply walking around the room can
manage the class and ensure productivity. The teacher can also walk around and ask
various questions regarding the assignment such as, “Which column do you think has the
most deign involved?” To ensure a successful lesson, the teacher should inform the class
of the objective prior to beginning the activity. Also, the students should know that they
will be given a “check for understanding” at the end of the activity.
How will you incorporate/include special needs/ELL/ESL students?
Special needs students can be incorporated in this lesson by the use of larger brushes for
better grip, hand-outs of visual step-by-step instruction, extra assistance from the teacher,
partner work, or a printed sheet with the columns already provided that are ready to be
painted.
4/5-Participation in activity, file submitted
2/3-Participation in activity, no file submitted
1/0-little to no participation , no file submitted or submitted late