1. Art at the Heart of Middle School Arts in Education University of South Alabama July, 2010 Paige V. Baggett, Ph.D. pbaggett@usouthal.edu Susan Santoli, Ph.D. ssantoli@usouthal.edu

2. Professional Development for Social Studies and Language Arts Middle School Teachers through Arts in EducationUniversity of South Alabama Program Secretary at 251.460.6272 Website: www.southalabama.edu/music Dr. Jeannette Fresne, Program Director 251.460.6697 or jfresne@usouthal.edu Arts in Education is funded in part by a federal grant under No Child Left Behind [P.L. 107‑110, title II, Part A/Subpart 3] administered by the Alabama Commission on Higher Education. 53% of the cost of the project is financed with federal funds and 47% is provided by non‑federal sources. Opinions and findings expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education or the Alabama Commission on Higher Education, and no official endorsement by either of these agencies should be inferred.

3. 3 Paige V. Baggett pbaggett@usouthal.edu Paige is an assistant professor in the Department of Leadership and Teacher Education at the University of South Alabama. She teaches art education courses for elementary and special education majors. She is the Visual Arts Coordinator and Assistant Director for the Arts in Education Grant at USA.

4. 4 Susan P. Santoli ssantoli@usouthal.edu Susan is an associate professor in the Department of Leadership and Teacher Education at the University of South Alabama. She teaches undergraduate and graduate secondary social studies methods, foundations of education courses, and graduate research courses. Her research interests are pre-service teacher preparation, collaborative teaching with special education teachers, and the infusion of technology into social studies education.

5. Getting Acquainted Complete Questionnaire & Choose a Quote Time to share: Your Name Your School Teaching Experience Personal Anecdote Quote Choice DAY 1

6. Art at the Heart of Middle SchoolDay 1 ~ Monday Arts in Education July, 2010 Paige V. Baggett, Ph.D. Susan Santoli, Ph.D. University of South Alabama

7. Daily Overview Art Talk - Get acquainted Artifact Boxes – Elements of Art Smart Art – Smart board & Wiki Break Art at the Heart of Middle School Top 10 Activities - #1 Bulleting Boards DAY 1

8. What is Art Talk? Resources Warm-Ups Responding & Understanding DAY 1

9. What are Artifact Boxes? Primary Sources Visual Arts Lesson Ideas Resources DAY 1

10. Artifact Boxes Researcher Card DAY 1

11. Artifact Boxes Materials Archival Box Acid and lignin-free letter size document storage box provides convenient, long-term storage for letter size documents, photos, sports cards, newspaper clippings and other collectibles. With reinforced corners, these boxes are solid and secure units that resist dust, dirt, and light infiltration. The board used to make this box is manufactured to United States National Archives and Records Administration's specifications. http://www.webyfl.com/index.asp?PageAction=VIEWPROD&ProdID=243 DAY 1

12. Artifact Boxes Materials Cotton Gloves Discount Art Supplies http://www.misterart.com/g6483/KALT-White-Cotton-Gloves.htm Magnifying Lens Oriental Trading DAY 1

13. Artifact Boxes Primary Documents & Art DAY 1

14. What is Smart Art? Interactive Technology Smart Board Videos DAY 1

15. What are Baggett & Santoli’s“Art at the Heart of Middle School “ Top 10 Concepts? Through Art, Students Can: 1. Deepen the study of a historical period with research about a particular artist or art movement. 2. Study the development of a particular art related technology. 3. Convey or infer meaning from visual images. 4. Identify aesthetic qualities reflective of a historical period or society. 5. Become familiar with various utilitarian purposes of art. 6. Experience places, people and things they would be unable to otherwise. 7. Exercise critical analysis skills while examining different aspects of and different types of art. 8. Compare and contrast themes, experiences, and symbols of different societies and examine the universality of many human experiences. 9. Create something as a reflection of or an artifact of a historic person, event, or time period. 10. Address the variety of learning styles, readiness, and interest levels that are present in all middle school classrooms. DAY 1

16. Making ConnectionsStandards Art Social Studies Language Arts Foreign Languages Music DAY 1

17. National Standards for Visual Arts Education: Understanding and applying media, techniques, and processes Using knowledge of structures and functions Choosing and evaluating a range of subject matter, symbols, and ideas Understanding the visual arts in relation to history and cultures Reflecting upon and assessing the characteristics and merits of their work and the work of others Making connections between visual arts and other disciplines DAY 1

18. Art Education Current Alabama Course of Study Strands Produce: Production is the domain of the artist, musician, dramatist, and dancer, and is also a role of the student of the arts. Respond & Understand: Responding and understanding are categories of thinking that are shared among artists and audiences; the latter being a role that all persons play as they engage the arts intelligently, sensitively, and with a knowledge of history, style, context, values, and aesthetics. DAY 1

19. Ten Strands from the National Council for the Social Studies: 1. Culture 2. Time, Continuity, and Change 3. People, Places, and Environments 4. Individual Development and Identity 5. Individuals, Groups and Institutions 6. Power, Authority, and Governance 7. Production, Distribution, and Consumption 8. Science, Technology, and Society 9. Global Connections 10. Civic Ideals and Practices DAY 1

20. NCTE/IRA Standards: Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. DAY 1

21. NCTE/IRA Standards: Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). DAY 1

22. National Standards for Music Education 1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising melodies, variations, and accompaniments. 4. Composing and arranging music within specified guidelines. 5. Reading and notating music. 6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances. 8. Understanding relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture.

23. National Standards forForeign Language Education COMMUNICATIONCommunicate in Languages Other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. CULTURESGain Knowledge and Understanding of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied CONNECTIONSConnect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures COMPARISONSDevelop Insight into the Nature of Language and Culture Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. COMMUNITIESParticipate in Multilingual Communities at Home & Around the World Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

24. Artifact Boxes ~ Day 1 Elements of Art Line Shape Form Space Color Value Texture Elements and Principles of Arthttp://www.msdsteuben.k12.in.us/jrider/elements_and_principles_of_art.htmThe ABCs of Arthttp://www.awesomeartists.com/ART/mTableOfContentsTheABCsOfArt.htmThe Artist's Toolkithttp://www.artsconnected.org/toolkit/index.html DAY 1

26. Podcasts

27. Digital Photos

28. Magic pen

29. Responding to artDAY 1

30. Break and Browse DAY 1

31. Santoli & Baggett’s TOP 10 Ways Art Can Be at the Heart of Middle School: Through Art, Students Can: 1. Deepen the study of a historical period with research about a particular artist or art movement. 2. Study the development of a particular art related technology. 3. Convey or infer meaning from visual images. 4. Identify aesthetic qualities reflective of a historical period or society. 5. Become familiar with various utilitarian purposes of art. 6. Experience places, people and things they would be unable to otherwise. 7. Exercise critical analysis skills while examining different aspects of and different types of art. 8. Compare and contrast themes, experiences, and symbols of different societies and examine the universality of many human experiences. 9. Create something as a reflection of or an artifact of a historic person, event, or time period. 10 . Address the variety of learning styles, readiness, and interest levels that are present in all middle school classrooms. DAY 1

32. 1. Deepen the study of a historical period with research about a particular artist or art movement. Bulletin Boards DAY 1

33. DAY 1

34. DAY 1

35. Collaborative Skills Rubric

37. Bulletin Boards Required Elements: At least 7 “kernels of knowledge” The artist’s name prominently displayed ~ this may be your title or you may have another title as well as the name Dates of birth & death The content may include, but is not limited to: biographical information, works of art, style, interesting facts, and/or artistic contributions You may (but are not required to) include student work emulating the artist’s style Student made graphic(s): Do not computer–generate all graphics…be creative! Three-dimensional component(s) Interactive component(s) Sources are cited! DAY 1

38. Questions or Comments? I have a GREAT Idea!

39. Art at the Heart of Middle SchoolDay 2 ~ Tuesday Arts in Education July, 2010 Paige V. Baggett, Ph.D. Susan Santoli, Ph.D. University of South Alabama

40. Day Two Art Talk – Fandex of Painters Artifact Boxes – Picturing America “Ladder Activity” Smart Art – Great Gov’t Sites & Copyright Break Art at the Heart of Middle School Top 10 Activities - #2, #3, & #4 DAY 2

41. Art Talk ~ Day 2 “Fandex” of Painters Activities Responding & Understanding DAY 2

42. Artifact Boxes ~ Day 2 Picturing America : Resource from National http://picturingamerica.neh.gov/index.php?sec=home Ladder Activity DAY 2

43. Ladder Activity Describe How is this ladder different from most ladders? Describe the side rails and rungs of this ladder On what does this ladder rest? What illusion does Puryear create by making the ladder narrower at the top than bottom? Interpret Why do think this ladder would be difficult to climb? What can ladders symbolize? Where does this ladder lead? What might the fact that the ladder is raised off the ground symbolize? How might a person climb this ladder? Give this sculpture a title:

44. ART:21 Ladder for Booker T. Washington Video http://www.pbs.org/art21/artists/puryear/clip2.html#

45. Smart Art ~ Day 2 Great Government Sites National Archives and Records Administration http://archives.gov/education Library of Congress http://www.loc.gov/teachers/ Smithsonian http://www.smithsonianeducation.org/educators/index.html DAY 2

46. Copyright A Teacher's Guide to Fair Use and Copyright Cathy Newsome http://home.earthlink.net/~cnew/research.htm Great explanation of copyright and fair use with very useful chart. Copyrights and Copying Wrongs Linda Starr http://www.educationworld.com/a_curr/curr280a.shml Five articles on copyright and fair use Copyright A Fair(y) Use Tale http://arttalk.wetpaint.com/page/Copyright

47. Break and Browse DAY 2

49. Internet Searches:

50. Creating Cyber HuntsLeonardo Da Vinci DAY 2

51. 2. Study the development of a particular art related technology. First, the name. We owe the name "Photography" to Sir John Herschel , who first used the term in 1839, the year the photographic process became public. The word is derived from the Greek words for light and writing. There are two distinct scientific processes that combine to make photography possible. It is somewhat surprising that photography was not invented earlier than the 1830s, because these processes had been known for quite some time. It was not until the two distinct scientific processes had been put together that photography came into being. The first of these processes was optical. The Camera Obscura (dark room) had been in existence for at least four hundred years. There is a drawing, dated 1519, of a Camera Obscura by Leonardo da Vinci; about this same period its use as an aid to drawing was being advocated. The second process was chemical. For hundreds of years before photography was invented, people had been aware, for example, that some colors are bleached in the sun, but they had made little distinction between heat, air and light. For more fascinating info: A History of Photography from its beginnings till the 1920s by Dr. Robert Leggat MA M.Ed Ph.D. FRPS FRSA http://www.rleggat.com/photohistory/ DAY 2

52. Additional Resources History of Photography Timeline http://www.photo.net/history/timeline The American Museum of Photography http://www.photography-museum.com/ History of Photography and the Camera http://inventors.about.com/library/inventors/blphotography.htm History of Photography http://www.azuswebworks.com/photography/history.html DAY 2

53. Wordle Word Clouds: http://www.wordle.net/ DAY 2

54. Voice Thread Responding to Images http://voicethread.com/#home Examples http://voicethread.com/#q.b3352.i28616 DAY 2

55. 3. Convey or infer meaning Westward Expansion Activities and Options Resources DAY 2

57. Orchestral Stalls

58. Horace Pippin-

59. Christmas Morning BreakfastDAY 2

60. Horace Pippin Christmas Morning DAY 2

61. ABC Books:ABCs for Baby Patriots http://www.uflib.ufl.edu/ufdc/?m=hd1J&i=108500 DAY 2

62. ABC Assignment This project is an opportunity for you to express your creativity while researching some aspect of the culture, politics or economy of World War and Its Aftermath. It covers the years 1914-1929. You may make some references to the war, but do not make that the primary focus of your book. Instead focus on the home front and the period of the 1920s. We viewed a primary document titled, ABCs for Baby Patriots, a story book for British children that glorified the British Empire. Your assignment is to produce a similar ABC book focusing on this era. Have fun with this. Let your imagination run wild! Specifics: Your book may be a hard copy or in digital format You must select an aspect of European life or a particular country as a focus for the book You must have one page per letter of the alphabet. There must be at least one visual on the page for each letter. Your book must have a cover with the title and your name as author. Your book must be attractive and free of spelling and grammar errors. Additional points may be earned for rhyming, original art work, special effects, or especially creative additions to be the basis book format. Your book is due to the T drive if digital, or in hard copy, at the beginning of class on Thursday, April 1, 2010. DAY 2

63. ABC Books: Student Example #1: ABC’s for Baby Patriots Student Example #2: The ABC’s of World War 1 DAY 2

64. Questions or Comments? I have a GREAT Idea!

65. Art at the Heart of Middle SchoolDay 3 ~ Wednesday Arts in Education July, 2010 Paige V. Baggett, Ph.D. Susan Santoli, Ph.D. University of South Alabama

66. Day Three Art Talk – Becoming an Art Critic & Art Resources Artifact Boxes – SAAM Resources Smart Art – Digital Stories Break Art at the Heart of Middle School Top 10 Activities - #5, #6, & #7

67. Art Talk ~ Day 3 Choose 1 Book Choose 1 Art Reproduction Becoming an Art Critic Activity DAY 3

68. Art Resources Calendars Posters Overheads Podcasts Websites Teacher Tube DAY 3

69. Artifact Boxes ~ Day 3 SAAM ~ Smithsonian American Art Museum Education Resources Learning to Look Posters to Go Superhighway Scholars DAY 3

70. SAAMSmithsonian American Art Museumhttp://americanart.si.edu/ Education Resources http://americanart.si.edu/education/classroom/results/ DAY 3

71. Learning to Look Integrating Social Studies and the Visual Arts Observation vs. Interpretation Dividing up the artwork 5 W’s and an H: Who, What, When, Where, Why, How Matching Text and an Image http://americanart.si.edu/education/pdf/learning_to_look.pdf DAY 3

72. Posters to Go! http://americanart.si.edu/education/pdf/Posters_to_Go.pdf DAY 3

73. William H. Johnson A Journey through Art with W.H. Johnson http://americanart.si.edu/education/johnson/

74. Smithsonian Jazz Class http://www.smithsonianjazz.org/class/armstrong/kit/kit.asp

75. http://americanart.si.edu/education/rs/index.cfm http://artandsocialstudies.wetpaint.com/page/Electronic+Superhighway%3A+State+History DAY 3

76. Smart Art ~ Day 3 Teacher Created: www.digitalhistory.uh.edu/learning_history/ Student Created: Rationing Internment Camps Instructions: Photostory http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/tips/firststory.mspx Windows MovieMaker http://www.microsoft.com/windowsxp/downloads/updates/moviemaker2.mspx DAY 3

77. Break and Browse DAY 3

78. 5. Become familiar with various utilitarian purposes of art. Ancient Pottery Spark a study of Ancient Greece and the first Olympics by learning about the arts of the time Create an Olympic Hydra! Have your students create Olympic water carriers out of plastic water bottles. Historic Advertisement Site Ad Access http://library.duke.edu/digitalcollections/adaccess/ http://www.bbc.co.uk/history/ancient/greeks/greek_olympics_gallery_03.shtml DAY 3

80. Web Quests

81. ThinkquestsCappella Sistina http://www.christusrex.org/www1/sistine/0-Tour.html DAY 3

82. 7. Exercise critical analysis skills while examining different aspects of and different types of art. Vietnam Photos http://themeparkradio.files.wordpress.com/2009/12/9xn55j5i.jpg http://www.google.com/images?q=merle+haggard&hl=en&gbv=2&tbs=isch:1&ei=W1hDTJKmD8O78gahluywDw&sa=N&start=40&ndsp=20 DAY 3

83. 7. Exercise critical analysis skills while examining different aspects of and different types of art. Vietnam Photos http://www.google.com/imgres?imgurl=http://www.weblo.com/music/images/artists/full/Edwin_Starr_48f6589e6d764.jpg&imgrefurl=http://www.weblo.com/music/artist/Edwin_Starr/16613/&usg=__p9igs8_o2RGd6M78JUXRdte_FG8=&h=249&w=200&sz=12&hl=en&start=45&itbs=1&tbnid=bTokC4C8-n4y8M:&tbnh=111&tbnw=89&prev=/images%3Fq%3DEdwin%2BStarr%26start%3D40%26hl%3Den%26sa%3DN%26gbv%3D2%26ndsp%3D20%26tbs%3Disch:1 http://ecx.images-amazon.com/images/I/B16jhOUyeES._SL600_.jpg DAY 3

84. 7. Exercise critical analysis skills while examining different aspects of and different types of art. Vietnam Music DAY 3

85. 7. Exercise critical analysis skills while examining different aspects of and different types of art. Four Freedoms Activity Excerpt of SpeechFour Freedoms Website http://www.archives.gov/exhibits/powers_of_persuasion/four_freedoms/four_freedoms.html DAY 3

86. We look forward to a world founded upon four essential human freedoms. The first is freedom of speech and expression--everywhere in the world. The second is freedom of every person to worship God in his own way-- everywhere in the world. The third is freedom from want . . . everywhere in the world. The fourth is freedom from fear . . . anywhere in the world.--President Franklin D. Roosevelt, Message to Congress, January 6, 1941

87. 7. Exercise critical analysis skills while examining different aspects of and different types of art. Image Resources Google Image: http://images.google.com/ Google Swirl:http://image-swirl.googlelabs.com/ How to Find Images on the Internet:http://randomknowledge.wordpress.com/2008/05/09/how-to-find-images-on-the-internet/ Images, Clip Art, Pictures, Image Search, News Photo Galleries: www.libraryspot.com/images.htm Life Magazine: http://www.life.com/ Online Image Resources: http://copyright.columbia.edu/copyright/special-topics/art-and-other-images/online-image-resources/ DAY 3

88. Questions or Comments? I have a GREAT Idea!

89. Art at the Heart of Middle SchoolDay 4 ~ Thursday Arts in Education July, 2010 Paige V. Baggett, Ph.D. Susan Santoli, Ph.D. University of South Alabama

90. Day Four Art Talk – Post It Artifact Boxes – Civil War Drummer Boy Smart Art – Smart Board & Learner.Org Video Break Art at the Heart of Middle School Top 10 Activities - #8, #9, & #10

91. Art Talk ~ Day 4 Choose an Art Resource Post-it Notes Activity

92. Ways to integrate ART, WRITING, and SOCIAL STUDIES: Describe what is observed in selected works of art. Describe subject matter in works of art. Use vocabulary associated with looking at and talking about art. Describe elements of art and principles of design. Observe and discuss art in nature and in the environment. Observe, describe and identify features, similarities, and differences in artwork. Express feelings generated by a work of art. Identify and describe the historical period/event being represented in the artwork. Compare art associated with various cultures. Discriminate between actual and dramatic or romanticized portrayals of persons or events. Analyze various works of art for clues depicting time periods and places. Use technology to investigate visual images.

93. Using ART to Inspire Writing in Social Studies Write a letter to an artist, asking questions about the artwork. Describe an abstract work of art in writing. Look at a photograph or painting and write about the “sounds” you might hear in the background. Describe how a work of art reflects and differs from real life. Give a title to an artwork. Write why you would call it this. Tell what you think it would be like to live in this painting/drawing. Write a conversation between characters seen in a work of art (or two works of art). Imagine an artist’s show has just opened; Write a press release or review for a newspaper describing his/her artwork.

94. Using ART to Inspire Writing in Social Studies Look at a painting or poster, and then invent a history. Write something about how the artist was feeling when it was painted, why the curator purchased this painting, or something about the subject. Write about three works of art you would purchase if price were no object. This is the beginning of a personal art collection. Write about the choices. Collect a variety of reproductions from various historical periods (post cards, art memo cards, calendar prints, etc…). Students are provided with a random group of reproductions and assigned a specific historical period. Students trade with one another to obtain works representative of their assigned period. When the collections are complete, students arrange works and as the “curators,” and describe the show for a potential audience. Groups find several works of art that are based on a myth, historical event, or person, and then write about the events or people that inspired the works of art.

95. Describe It…Post-it…. Brainstorming with Post-it Notes Students will provide “many, varied, and unusual” single words to describe selected or assigned works of art. No repetition of words! The words may be dictated and recorded by the teacher on Post-it Notes or written by the students on Post-it Notes. Students will stick Post-it Notes to the laminated artwork to for all to view, respond to, and reflect upon. More than one piece of artwork may be described at a time. Students may be divided into teams for cooperative work and may compete for the quantity and/or quality of responses.

96. Describe It…Post-it…. Brainstorming with Post-it Notes Technology Integration Variation: Copy artwork onto an Inspiration diagram as the main idea. Use the Rapid Fire feature to facilitate brainstorming of descriptive words or create a worksheet for group or independent work.

97. Describe It…Post-it…. Brainstorming with Post-it Notes Now, responses should reflect time period, culture, geography, socio-economic group, etc… Put several pieces of art on display. Ask students: if you were a curator and could buy any one piece of art for your museum’s collection, which would it be and why? Put a post-it note on your choice with your explanation. Identify the century in which each work of art was produced and tell why you selected the century that you did. (Could also do this with artistic periods or different artists) Put several pieces of art from the same artistic period on display. Ask students to give one characteristic of each painting that reflects the Renaissance, Impressionistic, etc. period. What would it be like to live in this painting? How would you describe the place represented in this painting? How is this painting different from real life? What is the most important part of this painting? For objects d’art: For what purpose do you think this object was created?

98. Artifact Boxes ~ Day 4 Civil War Drummer Boy Questions for Drummer Boy Photos: How old is this person? What is he wearing and why? When and where was this photograph taken? What is this person thinking and feeling? DAY 4

99. Smart Art ~ Day 4 Smart Exchange Lesson Plans for Your SMART Board http://www.exchange.smarttech.com/search.html?q=art&sbj=&grd=g7&grd=g8&grd=g6 Annenberg Media Learner.Org Teacher Professional Development and Teacher Resources across the Curriculum http://www.learner.org/ DAY 4

100. Break and Browse DAY 4

101. 8. Compare and contrast themes and symbols of different societies and examine the universality of many human experiences Masks DAY 4

102. Mask-Making ”It is unclear exactly when humans first starting using masks, but there is evidence of them even in prehistoric cave art. There are numerous styles of masks around the world, and they are used for a variety of purposes. Most began with a religious, ritualistic, and/or social purpose. Some masks are considered to be alive and possess great power, whereas others may mark a rite of passage, such as that from childhood to adulthood. Some funerary masks are used to help the spirit find the correct body, and others are meant to keep the spirit from possessing the body. In contemporary western society, masks are commonly used in role playing for theatrical or holiday festivities. The purposes of masks are numerous, but the human need for them is perhaps universal.” From: University of Missouri-Columbia Museum of Anthropology

103. Links to Masks Masks http://ignca.nic.in/mask.htm Another Face: Masks around the World http://gallery.sjsu.edu/masks/menu.html Mexican Masks http://www.mexicanmasks.us/ The Art of the African Mask http://cti.itc.virginia.edu/~bcr/African_Mask.html Masks Theme Page http://www.cln.org/themes/masks.html Mask Examples at Art Talk http://arttalk.wetpaint.com/page/Mask-Making

104. 9. Create something that is a reflection of or an artifact of an historical period. Student Created Newspapers: Civil War Newspaper Lesson Plan http://www.civilwar.org/education/teachers/lesson-plans/civil-war-newspaper-lesson-plan/creating-a-civil-war.html Lesson Plan for a French Revolution Newspaper http://curriculalessons.suite101.com/article.cfm/lesson-plan-for-a-french-revolution-newspaper Colonial Newspaper http://www.pghs.org/library/colonial_newspaper.htm DAY 4

105. Museum in a Box Museum in a Box Your job is to create a type of museum which will provide a student with an overview of ________ (example: Manifest Destiny). The box should include ten to twelve items. Of these items you must include the following: A chronological outline of events which influenced America’s belief in Manifest Destiny. These events should cover the period of time from 1830-1860. A pamphlet or brochure which identifies each item in the box and explains its connection with Manifest Destiny. The explanation for each item should be written in 100 words or less. An audio recording which gives the listener an overview of Manifest Destiny and discusses each of the other items included in the box. With this “audio tour” the listener should be able to “walk through the museum” and discover what Manifest Destiny is all about. The listening time on the recording should not be longer than 15 minutes; however, some pauses may be built into the audio presentation which allows the audience to stop and discuss an artifact or read a document. Your group may select the other items to include in the box. Be careful to select and arrange your exhibit so that your museum tells the story of Manifest Destiny. Use strategies and techniques to keep your audience interested in your subject. Make your museum something that someone would want to view. You have one week to complete this assignment. This can easily be done with any person, book, country, historical period, etc.

106. 10. Address the variety of learning styles, readiness, and interest levels that are present in all middle school classrooms. http://artandsocialstudies.wetpaint.com/page/Differentiated+Instruction DAY 4

107. Questions or Comments? I have a GREAT Idea!

108. Post Questionnaire

109. “All peoples, everywhere, have an abiding need for meaning-to connect time and space, experience an event, body and spirit, intellect and emotion. People create art to make these connections…a society and people without the arts are unimaginable” …..Gelineau