Various Climates or Weather related conditions expressed in art projects and presented through multicultural children’s literature.

Children’s Literature Resources

Present, Past and Future—Video recording. (1993): Scholastic

1. To have the students discuss the theme in Mufaro’s Beautiful Daughters and to observe the tropical illustrations with focus on the birds.
2. To have the students practice drawing a tropical bird in a tree, with a pencil, using a 3-D synthetic bird as a still life.
3. To have the students gain experience in the use of Cray-pas techniques.
4. To have the students mount their own work.
5. To have the students complete a self-evaluation form with 1-2 sentences for comments.
6. To have the students volunteer to talk about their art work.

Mufaros’ Beautiful Daughters by John Steptoe

Other reference books on tropical birds

16 3-D synthetic birds

Pencils

9x12 manila paper for rough sketch

5x5 black construction paper for practice with cray-pas

9x12 black construction paper for final copy

24 sets of Cray-pas

12x16 various colors of construction paper for matting

Glue

Crayons for self-evaluation

Tape player

Rainforest music

Anticipatory Set (20 minutes, Students on floor)

Read aloud, Mufaro’s Beautiful Daughters. Have the students discuss the meaning of the story, the tropical location and point it out on a map. Then take a closer look at the artwork and the tropical birds. Show other examples of tropical birds.

Procedure (Students at desks)

10 minutes

1. Demonstrate how to draw the basic body shape of a bird by looking at the 3-D model and then add a tree. Talk it through as you draw. This will allow for various learning styles.

10 minutes

1. Pass out manila paper and have students write their name on the front lower corner. Pass out birds and the students can practice drawing.

 

15 minutes

2. Have the students show you their drawing. Tape the rough sketch to the black paper to act as a protecting sheet. They may draw their good copy.

Closure for the day (5 minutes)

Anticipatory Set (5 minutes)

Review what was done last week, including the story.

15 minutes

1. Demonstrate how to use the cray-pas.
2. Pass out 5x5 black paper and Cray-pas.
3. Have the students practice for a few minutes.

30. minutes

1. Pass out artwork.
2. Have students work on projects.

3) Play Rainforest sounds while the students are working.

Closure for the day (10 minutes)

1. Collect artwork.
2. Discuss next plans for next week.
3. Ask for questions.

Anticipatory Set (5 minutes)

Review last week and concepts of an African rainforest.

15 minutes

1. Demonstrate how to mount/glue project onto colored construction paper. It should have a border around all four sides of the picture.
2. Have the students select a color and mount it on their own.
3. Instruct them to write their name on the front lower corner of the frame.

10 minutes

1) As a group, have the students fill out the self-evaluation form.

2) Have the students write 1-2 sentences about the project. For example, did they

15 minutes

1. Call for volunteers to show and talk about their work.

Closure for the lesson (15 minutes)

1. Collect work.
2. Listen to Mufaro’s Beautiful Daughters on tape.

1. Write a positive comment on the student’s self-evaluation. At this level, the instructor does not give a letter grade.
2. In the grade book, the instructor uses a point system of 6-10. Six being the

1. To have the students discuss the book In the Snow.
2. To have the students create a winter scene using torn paper.
3. To have the students mount their artwork.
4. To have the students complete a self-evaluation form with 1-2 sentences for comments.
5. To have the students volunteer to talk about their artwork.
6. To have the students make a mini-book using 5 out of the 10 Chinese letters mentioned in the book. A picture will accompany the letter.

In The Snow by Huy Voun Lee

10x16 light blue or dark blue construction paper

Scrap paper box

Glue

12x18 black construction paper for mounting

White pencils

White copy paper (3 per student) for the mini-book

Black markers to make the Chinese letters

Crayons for the illustrations in the mini-book

Anticipatory Set (15 minutes)

Read aloud, In the Snow. Discuss the book’s theme and look back at the pictures, which are created by using paper. Brainstorm various winter activities and list them on the board.

5 minutes

1. Explain to the students that they may only use small pieces of torn paper to create a winter scene. No drawing with pencils.
2. Demonstrate how to do a tree or a cloud.

30 minutes

1. Have the students select one of the blue sheets of paper and get scrap paper.
2. Students may start project.

Closure for the day (10 minutes)

1. Place projects on counter to dry.
2. Review what was taught today.
3. Talk about next week’s plans.

Anticipatory set (5 minutes)

Review the lesson from last week and the Chinese letters.

10 minutes

1. Demonstrate how to mount/glue project onto black construction paper. It should have a border around all four sides of the picture.
2. Pass out paper and white pencils.
3. Have students mount their project on their own.
4. Instruct them to write their name on the front lower corner of the frame.

 

10 minutes

5. As a group, have the students fill out the self-evaluation form.

Students may use their crayons for the following key:

Green=I did my best work

Yellow=I did an O.K. job

Red=I could have done a better job

6. Have the students write 1-2 sentences about the project. For example, did they

Closure for the lesson (10 minutes)

1. Ask for volunteers to talk about their winter scene.
2. Collect artwork and self-evaluations.

5 minutes

1. Talk about how to make a cover and how to place the Chinese letter and picture

2) Pass out the paper and the Chinese letter hand-outs for the students to use as a

guide line.

20 minutes

1) Students make a book.

Closure for the lesson (5 minutes)

1. Collect mini-books.
2. Let the students know that this book and others can be checked out of the library.

1. Write a positive comment on the student’s self-evaluation. At this level, the instructor does not give a letter grade.
2. In the grade book, the instructor uses a point system of 6-10. Six being the

3) For the mini-books, a check mark in the grade book for effort.

1. To have the students discuss the book The Mud Family.
2. To read excerpts from the book Children of Clay, A Family of Pueblo Potters.
3. To have the students create a rough sketch of a clay pot.
4. To have the students see the kiln in the art room.
5. To have the students create a 4-5" clay pot using Terracotta clay with designs.
6. To have the students paint their clay pot using water colors.
7. To have the students complete a self-evaluation form with 1-2 sentences for comments.
8. To have the students volunteer to talk about their work.

The Mud Family by Betsy James

Children of Clay by Rina Swentzell

Rough sketch work sheets

Pencils and crayons to color in the work sheet

Terracotta clay

Wooden dowel rods for carving designs

Kiln

Watercolors

Anticipatory Set (25 minutes)

Read aloud The Mud Family and discuss why the family was worried and the climate. Read a few select pages from Children of Clay and discuss how this family lives. Briefly talk about Terracotta clay and how to fire it.

10 minutes

1. Demonstrate how to create an authentic design of the Pueblo Indians.
2. Pass out work sheets for rough sketches.

20 minutes

1. Students work on designs and color it in.

Closure for the day (5 minutes)

1. Collect rough sketches.
2. Review the Pueblo Potters.

Anticipatory Set ( 15 minutes)

Review the two books from the last class. Take the students to the art room to show them the kiln. Discuss the firing process.

10 minutes

1. Demonstrate how to make a pinch pot.
2. Demonstrate how to safely use the dowel rod to carve the designs.

20 minutes

1. The students may begin their project.

 

Closure for the Day (10 minutes)

 

1) Write names on the bottom of the clay pots.

2. Place clay pot on counter to dry for 4-5 days.
3. Review the firing process.

Anticipatory Set (5 minutes)

Review how the pots were fired and explain that they are fragile.

10 minutes

1. Demonstrate to the students how to use the watercolors on the pottery.
2. Pass out clay pots.

20 minutes

1. The students can use their own watercolors to paint the pots. The clay pot will dry almost immediately.

10 minutes

1. As a group, have the students fill out the self-evaluation form.

Students may use their crayons for the following key:

Green=I did my best work

Yellow=I did an O.K. job

Red=I could have done a better job

2. Have the students write 1-2 sentences about the project. For example, did they

10 minutes

1. Call for volunteers to show and talk about their work.

Closure for the lesson (5 minutes)

1. Collect clay pots.
2. Remind the students about the Pueblo potters and their culture.

1. Write a positive comment on the student’s self-evaluation. At this level, the instructor does not give a letter grade.
2. In the grade book, the instructor uses a point system of 6-10. Six being the

1. To have the students watch and discuss the video Past, Present, Future.
2. To have the students discuss the theme in Going for Oysters.
3. To have the students create a practice drawing of Aborigine art with a border.
4. To have the students create a final copy on craft paper using crayons and colored pencils.
5. To have the students complete a self-evaluation form with 1-2 sentences.
6. To have the students volunteer to talk about their artwork.

Video by Scholastic

Going for Oysters by Jeanie Adams

9x12 manila paper for practice

Pencils

9x12 craft paper or paper bags

Crayons

Colored Pencils

Anticipatory Set (30 minutes)

Have the students watch the video Past, Present, Future. Discuss the artwork seen in the video and then read the book Going for Oysters. Have the students compare the similarities between the book and the video.

10 minutes

1. Demonstrate how to make a border. It should have some sort of pattern.
2. Demonstrate how to make an animal that looks like it is floating on the page. There should not be any land or other objects in the picture.

15 minutes

1. The students may start their rough sketch.

Closure for the day (5 minutes)

1. Collect artwork.
2. Review concepts of Aborigine Art.

Anticipatory Set (5 minutes)

Briefly discuss the video and art concepts from last week. Let the students know that their rough copy must be approved before getting the craft paper.

5 minutes

1. Review how to make a border and an animal.

2) Instruct to write name on the back of artwork.

40 minutes

1. Students may finish rough copy.
2. Approve the rough copy.
3. Start final copy.

Closure for the day (10 minutes)

1. Collect artwork.
2. Discuss plans for next week.
3. Ask for questions.

Anticipatory Set (5 minutes)

Review last week and ask for questions.

30 minutes

1) The students may continue to work on project.

10 minutes

1. As a group, have the students fill out the self-evaluation form.

Students may use their crayons for the following key:

Green=I did my best work

Yellow=I did an O.K. job

Red=I could have done a better job

2. Have the students write 1-2 sentences about the project. For example, did they

10 minutes

1. Call for volunteers to show and talk about their work.

Closure for the lesson (5 minutes)

1. Collect work.
2. Discuss the Aborigine culture.

1. Write a positive comment on the students self-evaluation. At this level, the instructor does not give a letter grade.
2. In the grade book, the instructor uses a point system of 6-10. Six being the

1. To have the students discuss the theme in Jasmine’s Parlour Day.
2. To have the students draw a tropical scene with a pencil
3. To have the students paint their picture with sand and tempera.
4. To have the students mount their work.
5. To have the students complete a self-evaluation form with 1-2 sentences for comments.
6. To ask the students to volunteer to talk about their artwork.

Jasmine’s Parlour Day by Lynn Joseph

10x16 white construction paper

Pencils

Various colors of tempera mixed with sand or salt

Paint brushes

12x18 construction paper of various colors for mounting

Glue

Anticipatory Set (20 minutes)

Read aloud Jasmine’s Parlour Day and discuss the activities she partakes in during the day. Write these on the chalkboard. Look back at the pictures, pointing out different tropical elements. Talk about how this tropical environment is different from the one in Africa.

10 minutes

1. Demonstrate how to draw a tropical scene. Explain that this is only an example and that their drawing should be different.
2. Pass out the white construction paper.

20 minutes

1. Have the students draw their tropical scene with a pencil.

Closure for the day (10 minutes)

1. Collect the drawings.
2. Talk about plans for next week.

Anticipatory Set (5 minutes)

Review the book from last week and some tropical elements.

10 minutes

1. Demonstrate how to paint the tropical scene using the tempera and sand mixture.
2. Pass out the pictures, paint and brushes.
3. Have the students write their name on the back.

35 minutes

1. Have the students paint their pictures.
2. When the students are finished they may wash out their brushes.

Closure for the day (10 minutes)

1. Place artwork on the counter to dry.
2. Review Caribbean tropical elements.

Anticipatory Set (5 minutes)

Review the concepts taught last week.

10 minutes

1. Demonstrate how to mount/glue project onto colored construction paper. It should have a border around all four sides of the picture.
2. Have the students select a color and mount it on their own.
3. Instruct them to write their name on the front lower corner of the frame.

10. minutes

1) As a group, have the students fill out the self-evaluation form.

2) Have the students write 1-2 sentences about the project. For example, did they

15 minutes

1) Students can write a short story or a poem about their picture.

15 minutes

1. Call for volunteers to show and talk about their work and share their writing.

Closure for the lesson (5 minutes)

1. Collect work.
2. Discuss the Multicultural Art exhibit.

1. Write a positive comment on the student’s self-evaluation. At this level, the instructor does not give a letter grade.
2. In the grade book, the instructor uses a point system of 6-10. Six being the

The activity for the end of the unit will be a Multicultural Art show. The students will assist in selecting two of their 2-D artwork, which will be on display in the learning center. The instructor has decided to display all of the clay pots. Once the artwork has been chosen, the class will write a paragraph on chart paper that will explain the books used and the overall theme of the art show. Then the instructor will have the students make a nametag for their clay pots and the students will assist in arranging them in the display case. To save on time, the instructor will hang the

2-D artwork. This art show will allow the entire school to view the different types of

Multicultural literature and related artwork.