Animals in the Art Room!Meredith McAndrew

4th Grade Art

Animals in the Art Room!• This full year (36 week) curriculum is for a fourth grade art

class that meets once a week for 45 minutes.

• Projects are priced by a cost key ranging from inexpensive $ (most materials are found in classroom) to very expensive $$$ (high tech cost or pricey materials used). Projects marked $$ fall in the middle price range.

• This curriculum looks at different ways that animals have been represented by artists, throughout history and around the world. It examines how animals are used symbolically, aesthetically, and as a celebrated part of various cultures.

Table of Contents• Creating Cave Drawings

• Clay Creepy Crawlies: Scarab Beetle Amulets

• Texture Collagraphs

• Klee Cat and Mouse Trace Monotypes

• “Teddy” Bears

• Animal Amalgams

• Clay Creepy Crawlies: Navajo Story Necklaces

• “Monkey on My Back” Symbolic Animal Selfies

• Clay Creepy Crawlies: Palissy Plates

• Puppy Public Art Proposal

Lascaux Cave Paintingshttp://photography.nationalgeographic.com/photography/

enlarge/lascaux-cave-walls-photography.html

Creating Cave Drawings• Students will create Lascaux inspired animal drawings.

• Elements and Principles: Line, color, movement

• Objectives: Students will… view video clips of the Lascaux cave paintings and complete an accompanying worksheet; discuss the animals that appear in the cave paintings and how they’re rendered; draw an animal in the Lascaux style using pastels and charcoal; discuss in critique the characteristics of these animals and their Lascaux counterparts.

• Essential Question: Why do humans choose to depict animals in their art?

• Art History: Lascaux Cave Paintings, http://photography.nationalgeographic.com/photography/enlarge/lascaux-cave-walls-photography.html

• Interdisciplinary Opportunities: History

• Habits of Mind: Creating, Imagining and Innovating, Responding with Wonderment and Awe

• Resources: clips from Cave of Forgotten Dreams, powerpoint with images

• Materials/Cost Key: Construction paper or butcher paper, pastels, charcoal / $

• Assessment tools: worksheet, group crit

• PA State Standards: 1.6, 8.4, 9.1, 9.2, 9.3, 9.4

• Lesson Duration: Three 45 minute class periods

• Adaptation: Trace animal templates and add details/texture/color

Scarab Beetle Amulets, Ancient Egypthttp://www.metmuseum.org/toah/works-of-art/

10.130.910_27.3.206

Clay Creepy Crawlies: Scarab Beetle Amulet

• Students will create a scarab beetle amulet (with hieroglyphs and a good luck message!) out of air dry clay.

• Elements and Principles: Form, line, texture

• Objectives: Students will… Fill out a worksheet on Ancient Egyptian scarab beetle symbolism; Roll, tap, and smooth a ball of air dry clay into the amulet shape; Draft (on a worksheet) a word or phrase that uses at least three hieroglyphs; Use sgraffito to carve beetle shape and message onto the surface of the clay

• Essential Question: Can animals bring us good luck?

• Art History: Egyptian scarab beetle amulets, http://www.metmuseum.org/toah/works-of-art/10.130.910_27.3.206

• Interdisciplinary Opportunities: History, science

• Habits of Mind: Persisting, Creating, Imagining, and Innovating

• Resources: worksheet, powerpoint, http://www.artsmia.org/education/teacher-resources/fivefacts_d.cfm?p=1&v=60, http://www.metmuseum.org/toah/works-of-art/10.130.910_27.3.206, http://www.virtual-egypt.com/newhtml/hieroglyphics/sample/alphabet.htm, http://www.youtube.com/watch?v=fV2PIlAVBuw

• Materials/Cost Key: Air dry clay, skewers (or dull pencils/thin paintbrushes), oval template with beetle back pattern guide, hieroglyphics handout, worksheet (optional: acrylic paint, sharpie markers) / $$

• Assessment tools: Crit, worksheet, rubric (completed project, draft hieroglyphics)

• PA State Standards: 1.6, 8.4, 9.1, 9.2, 9.3

• Lesson Duration: Three 45 minute class periods

• Adaptation: Carve only one hieroglyph, draw a picture of your lucky beetle

Albrecht Dürer, Young Hare, 1502 http://totallyhistory.com/young-hare/

Texture Collographs• Students will create two collograph prints showing animals with different textures.

• Elements and Principles: Texture, line, pattern

• Objectives: Students will… Brainstorm animals with distinct textures; select materials to use in a collograph that will create textures; affix texture materials to a plate in order to create a rendering of an animal (repeat with a second plate and an animal with a different texture); roll out ink and ink up plates; print animals from collograph plates.

• Essential Question: How do artists create visual texture? Can a flat picture look fluffy/scratchy/scaly?

• Art History: Albrecht Dürer, http://totallyhistory.com/young-hare/

• Interdisciplinary Opportunities: History

• Habits of Mind: Thinking Flexibly, Questioning and Posing Problems

• Resources: Albrecht Dürer powerpoint, http://www.metmuseum.org/toah/hd/durr/hd_durr.htm, sample collagraphs

• Materials/Cost Key: Assorted texture materials (gather from home/thrift store/studio/etc.), styrofoam plates/trays, Elmers Glue/hot glue guns, Matte medium, Ink (Akua, can use acrylic paint as an alternative), brayers, pallets/plates to roll ink, paper for prints / $$

• Assessment tools: Quiz, group critique

• PA State Standards: 1.6, 9.1, 9.2, 9.3

• Lesson Duration: Four 45 minute class periods

• Adaptation: Monotype by rolling over texture with brayer, then printing

Katze und Vogel, Paul Klee, 1928http://www.moma.org/collection/provenance/

provenance_object.php?object_id=79456

Klee Cat and Mouse Trace Monotypes

• Students will create a trace monotype showing two animals interacting.

• Elements and Principles: Color, line, juxtaposition

• Objectives: Students will… brainstorm animals that are thought of in pairs (cat and mouse, for example); choose two animals to pair together and sketch them interacting; roll out ink onto a plate; gently lay paper over top of plate and draw the two animals; use a variety of tools to create texture; print from plate to get a second image

• Essential Question: What animals do you think of as pairs? Why do they go together?

• Art History: Paul Klee, http://www.moma.org/collection/provenance/provenance_object.php?object_id=79456

• Interdisciplinary Opportunities: Science

• Habits of Mind: Striving for Accuracy and Precision, Taking Responsible Risks, Finding Humor

• Resources: Paul Klee powerpoint

• Materials/Cost Key: sketch paper, pencils, brushes, q-tips, printing ink (Akua) (can use acrylic paint in a pinch), printing plates (plexiglass or acetate sheets), brayers, paper to print on (thinner is better) / $ - $$ (depending on selected materials)

• Assessment tools: rubric, group crit

• PA State Standards: 1.6, 9.1, 9.3

• Lesson Duration: Two 45 minute class periods

• Adaptation: Hand over hand guidance during trace portion

Clifford Berryman, Drawing the Line in Mississippi, 1902

http://www.theodoreroosevelt.org/site/c.elKSIdOWIiJ8H/b.8684621/k.6632/Real_Teddy_Bear_Story.htm

“Teddy” Bears• Students will design and sew their own custom “Teddy” Bears.

• Elements and Principles: Pattern, line, shape, form, color, texture

• Objectives: Students will… write a reflection on the “Teddy” bear political cartoon; draw designs of unique teddy bear; select fabric to suit design idea; use templates to cut pattern pieces; sew and stuff bears.

• Essential Question: What stuffed animals did you have as a baby? Why do we give babies (or kids or even adults!) stuffed animals?

• Art History: Clifford Berryman, Gund, Steif, http://www.theodoreroosevelt.org/site/c.elKSIdOWIiJ8H/b.8684621/k.6632/Real_Teddy_Bear_Story.htm

• Interdisciplinary Opportunities: History, English

• Habits of Mind: Persisting, Striving for Accuracy and Precision, Creating, Imagining, and Innovating

• Resources: Powerpoint on history of teddy bears, sample bears, templates

• Materials/Cost Key: Sketch paper, pencils, assorted fabric, needles, thread, scissors, tracing paper, pins, stuffing, buttons, embroidery thread / $$$ (can be cheaper if materials are on hand)

• Assessment tools: Worksheet on teddy bear history, response to cartoon, bear design/creation rubric, group crit

• PA State Standards: 1.2, 8.3, 9.1, 9.2, 9.3, 9.4

• Lesson Duration: Six 45 minute class periods

• Adaptation: Fabric paint markers on pre-sewn bears

Heather Ujiie, Untitled, 2014 http://www.heatherujiie.com/#/stay/

Animal Amalgams• Students will invent and draw a fantastical animal that combines features of real animals.

• Elements and Principles: contrast, juxtaposition, line, color, pattern

• Objectives: Students will… brainstorm a list of animal features they’d like to combine; make three sketches of different combinations; choose one design that combines features from at least three animals and draw it on large (11”x17”) paper; use colored pencils, crayons, and pastels to add color and visual texture; write a paragraph describing your animal and its habitat.

• Essential Question: What feature makes an animal recognizable?

• Art History: Heather Ujiie, http://www.heatherujiie.com/#/stay/

• Interdisciplinary Opportunities: History, Science

• Habits of Mind: Thinking Flexibly, Questioning and Posing Problems, Responding with Wonderment and Awe

• Resources: Heather Ujiie powerpoint, exquisite corpse examples, classical mythical beasts powerpoint

• Materials/Cost Key: sketch paper, pencils, 11”x17” drawing paper, colored pencils, crayons, pastels / $

• Assessment tools: Rubric (sketches, three different animals, craftsmanship/completion, written paragraph)

• PA State Standards: 9.1, 9.2, 9.3, 9.4

• Lesson Duration: Four 45 minute class periods

• Adaptation: Collage new animals from magazine clippings

Native American Story Necklaces, Navajo People

http://cdn.dickblick.com/lessonplans/native-american-story-necklaces/native-american-story-necklaces-story-necklaces.pdf

Clay Creepy Crawlies: Navajo Story Necklaces

• Students will create a Navajo story necklace with at least 3 different Model Magic animals

• Elements and Principles: Form, color, contrast, rhythm

• Objectives: Students will… Discuss the Navajo people and their artwork; Brainstorm at least three different animals to include on their necklaces (optional: stick to animals from the Southwestern US); Sculpt animals out of Model Magic onto the necklace thread; Decorate dry Model Magic Animals with permanent markers.

• Essential Question: How can animals help us tell stories?

• Art History: Navajo Story Necklaces/Fetishes, http://cdn.dickblick.com/lessonplans/native-american-story-necklaces/native-american-story-necklaces-story-necklaces.pdf

• Interdisciplinary Opportunities: History, English

• Habits of Mind: Listening to Others with Understanding and Empathy, Responding with Wonderment and Awe

• Resources: Powerpoint, sample story necklaces

• Materials/Cost Key: Crayola Model Magic in white, Rexlace brown cord, permanent markers (assorted bright colors), assorted beads / $$

• Assessment tools: Brainstorming sheet, critic with story share, completed project

• PA State Standards: 1.6, 8.3, 9.1, 9.2, 9.3

• Lesson Duration: Three 45 minute class periods

• Adaptation: Use cookie cutters to cut animal shapes

Frida Kahlo, Self Portrait with Thorn Necklace and Hummingbird, 1940

http://www.fridakahlo.org/self-portrait-with-thorn-necklace-and-hummingbird.jsp

“Monkey on My Back!” Symbolic Animal Selfies

• Students will paint self portraits that include a symbolic animal.

• Elements and Principles: Scale, Proportion, Line, Contrast, Color

• Objectives: Students will… define symbolism and discuss animals as symbols; sketch out a self portrait idea that includes a symbolic animal (think about composition!); sketch out facial schema using rulers and accurate proportions; paint portrait with animal; write a paragraph explaining animal symbol.

• Essential Question: What can animals symbolize?

• Art History: Frida Kahlo, http://www.fridakahlo.org/self-portrait-with-thorn-necklace-and-hummingbird.jsp

• Interdisciplinary Opportunities: Math, English

• Habits of Mind: Thinking and Communicating with Clarity and Precision, Responding with Wonderment and Awe

• Resources: Frida Kahlo powerpoint, facial schema worksheet

• Materials/Cost Key: sketch paper, pencils, painting paper (heavier weight if available), brushes, water cups, acrylic paint (can use tempera instead) / $

• Assessment tools: Rubric (participation, craftsmanship, facial schema, symbolic animal), written paragraph

• PA State Standards: 1.7, 2.3, 9.1

• Lesson Duration: Four 45 minute class periods

• Adaptation: Draw onto a photograph to make a mixed media piece

Bernard Palissy, Untitled Palissyware, 16th Century

http://www.paulinehughesceramics.com/2011/03/frogs-in-teacups/

Clay Creepy Crawlies: Palissy Plates

• Students will create a Palissy style plate out of a slab of water based clay and coil/pinch pot animals.

• Elements and Principles: Form, juxtaposition

• Objectives: Students will… Roll out a slab of clay using a rolling pin, then cut and form their slab into a plate shape; Create at least three animals out of coils, pinch pots, and slabs; Scratch and attach their animals to their plates; Paint their plates with slip

• Essential Question: Are there any animals on objects you use everyday?

• Art History: Bernard Palissy and Palissyware, http://www.paulinehughesceramics.com/2011/03/frogs-in-teacups/

• Interdisciplinary Opportunities: History

• Habits of Mind: Applying Past Knowledge to New Situations, Creating, Imagining, and Innovating

• Resources: Palissy Powerpoint

• Materials/Cost Key: Water based clay (hand building), colored slips, plain slip (to attach animals), styrofoam or paper plates, paper towels, rolling pins, boards for pins to ride on, plastic knives, plastic forks, brushes / $$$

• Assessment tools: Critique, rubric (completed plate, used 2/3 hand building techniques, created at least 3 animals)

• PA State Standards: 1.6, 8.4, 9.1, 9.2, 9.3

• Lesson Duration: Four 45 minute class periods

• Adaptation: Cut animals out with cookie cutters, paint animals on premade plates

Jeff Koons, Puppy, 1992http://www.guggenheim-bilbao.es/en/works/puppy-3/

Puppy Public Art Proposal• Students will propose (through drawing and a written paragraph) a puppy based public art project.

• Elements and Principles: Scale, proportion, form

• Objectives: Students will… brainstorm and sketch at least three different ideas for a puppy themed public art piece; choose one idea and draw on 11”x17” paper; paint with watercolors; write a paragraph proposal explaining why the work should be installed and where

• Essential Question: How does public art make you feel?

• Art History: Jeff Koons, http://www.guggenheim-bilbao.es/en/works/puppy-3/

• Interdisciplinary Opportunities: English, Civics/Social Studies

• Habits of Mind: Thinking About Our Thinking (Metacognition), Finding Humor

• Resources: Jeff Koons/other public art powerpoint (include local pieces)

• Materials/Cost Key: sketch paper, pencils, 11”x17” paper (watercolor paper is best), watercolors, brushes, water cups

• Assessment tools: Group crit and written proposal

• PA State Standards: 1.4, 1.6, 9.1, 9.3, 9.4

• Lesson Duration: Three 45 minute class periods

• Adaptation: Collage images of puppies together to create a public art idea

PA Standards KeySubject Area - 1: Reading, Writing, Speaking, and Listening 1.1: Reading Independently 1.2: Reading, Analyzing, and Interpreting Text 1.3: Reading, Analyzing, and Interpreting Literature - Fiction and Non-Fiction 1.4: Types of Writing 1.5: Quality of Writing 1.6: Speaking and Listening 1.7: Characteristics and Functions of the English Language 1.8: Research 1.9: Information, Communication, and Technology Literacy

Subject Area - 2: Mathematics 2.1: Numbers, Number Systems and Number Relationships 2.2: Computation and Estimation 2.3: Measurement and Estimation 2.4: Mathematical Reasoning and Connections 2.5: Mathematical Problem Solving and Communication 2.6: Statistics and Data Analysis 2.7: Probability and Predictions 2.8: Algebra and Functions 2.9: Geometry 2.10: Trigonometry 2.11: Concepts of Calculus

Subject Area - 3: Science and Technology and Engineering Education 3.1: Biological Sciences 3.2: Physical Sciences: Chemistry and Physics 3.3: Earth and Space Sciences 3.4: Technology and Engineering Education

Subject Area - 8: History 8.1: Historical Analysis and Skills Development 8.2: Pennsylvania History 8.3: United States History 8.4: World History

Subject Area - 9: Arts and Humanities 9.1: Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts 9.2: Historical and Cultural Contexts 9.3: Critical Response 9.4: Aesthetic Response

Habits of Mind• Persisting

• Managing Impulsivity

• Listening to Others with Understanding and Empathy

• Thinking Flexibly

• Thinking About Our Thinking (Metacognition)

• Striving for Accuracy and Precision

• Questioning and Posing Problems

• Applying Past Knowledge to New Situations

• Thinking and Communicating with Clarity and Precision

• Gathering Data Through All Senses

• Creating, Imagining, and Innovating

• Responding with Wonderment and Awe

• Taking Responsible Risks

• Finding Humor

• Thinking Interdependently

• Learning Continuously