Monday, May 16, 2011

The Hypocrisy of American Slavery

      Fellow citizens, pardon me, and allow me to ask, why am I called upon to speak here today? What have I or those I represent to do with your national independence? Are the great principles of political freedom and of natural justice, embodied in that Declaration of Independence, extended to us? And am I, therefore, called upon to bring our humble offering to the national altar, and to confess the benefits, and express devout gratitude for the blessings resulting from your independence to us?
      Would to God, both for your sakes and ours, that an affirmative answer could be truthfully returned to these questions. Then would my task be light, and my burden easy and delightful. For who is there so cold that a nation's sympathy could not warm him? Who so obdurate and dead to the claims of gratitude, that would not thankfully acknowledge such priceless benefits? Who so stolid and selfish that would not give his voice to swell the hallelujahs of a nation's jubilee, when the chains of servitude had been torn from his limbs? I am not that man. In a case like that, the dumb might eloquently speak, and the "lame man leap as an hart."
      But such is not the state of the case. I say it with a sad sense of disparity between us. I am not included within the pale of this glorious anniversary! Your high independence only reveals the immeasurable distance between us. The blessings in which you this day rejoice are not enjoyed in common. The rich inheritance of justice, liberty, prosperity, and independence bequeathed by your fathers is shared by you, not by me. The sunlight that brought life and healing to you has brought stripes and death to me. This Fourth of July is yours, not mine. You may rejoice, I must mourn. To drag a man in fetters into the grand illuminated temple of liberty, and call upon him to join you in joyous anthems, were inhuman mockery and sacrilegious irony. Do you mean, citizens, to mock me, by asking me to speak today? If so, there is a parallel to your conduct. And let me warn you, that it is dangerous to copy the example of a nation (Babylon) whose crimes, towering up to heaven, were thrown down by the breath of the Almighty, burying that nation in irrecoverable ruin.
      Fellow citizens, above your national, tumultuous joy, I hear the mournful wail of millions, whose chains, heavy and grievous yesterday, are today rendered more intolerable by the jubilant shouts that reach them. If I do forget, if I do not remember those bleeding children of sorrow this day, "may my right hand forget her cunning, and may my tongue cleave to the roof of my mouth!"
      To forget them, to pass lightly over their wrongs and to chime in with the popular theme would be treason most scandalous and shocking, and would make me a reproach before God and the world.
      My subject, then, fellow citizens, is "American Slavery." I shall see this day and its popular characteristics from the slave's point of view. Standing here, identified with the American bondman, making his wrongs mine, I do not hesitate to declare, with all my soul, that the character and conduct of this nation never looked blacker to me than on this Fourth of July.
      Whether we turn to the declarations of the past, or to the professions of the present, the conduct of the nation seems equally hideous and revolting. America is false to the past, false to the present, and solemnly binds herself to be false to the future. Standing with God and the crushed and bleeding slave on this occasion, I will, in the name of humanity, which is outraged, in the name of liberty, which is fettered, in the name of the Constitution and the Bible, which are disregarded and trampled upon, dare to call in question and to denounce, with all the emphasis I can command, everything that serves to perpetuate slavery -- the great sin and shame of America! "I will not equivocate - I will not excuse." I will use the severest language I can command, and yet not one word shall escape me that any man, whose judgment is not blinded by prejudice, or who is not at heart a slave-holder, shall not confess to be right and just.
      But I fancy I hear some of my audience say it is just in this circumstance that you and your brother Abolitionists fail to make a favorable impression on the public mind. Would you argue more and denounce less, would you persuade more and rebuke less, your cause would be much more likely to succeed. But, I submit, where all is plain there is nothing to be argued. What point in the anti-slavery creed would you have me argue? On what branch of the subject do the people of this country need light? Must I undertake to prove that the slave is a man? That point is conceded already. Nobody doubts it. The slave-holders themselves acknowledge it in the enactment of laws for their government. They acknowledge it when they punish disobedience on the part of the slave. There are seventy-two crimes in the State of Virginia, which, if committed by a black man (no matter how ignorant he be), subject him to the punishment of death; while only two of these same crimes will subject a white man to like punishment.
      What is this but the acknowledgment that the slave is a moral, intellectual, and responsible being? The manhood of the slave is conceded. It is admitted in the fact that Southern statute books are covered with enactments, forbidding, under severe fines and penalties, the teaching of the slave to read and write. When you can point to any such laws in reference to the beasts of the field, then I may consent to argue the manhood of the slave. When the dogs in your streets, when the fowls of the air, when the cattle on your hills, when the fish of the sea, and the reptiles that crawl, shall be unable to distinguish the slave from a brute, then I will argue with you that the slave is a man!
      For the present it is enough to affirm the equal manhood of the Negro race. Is it not astonishing that, while we are plowing, planting, and reaping, using all kinds of mechanical tools, erecting houses, constructing bridges, building ships, working in metals of brass, iron, copper, silver, and gold; that while we are reading, writing, and ciphering, acting as clerks, merchants, and secretaries, having among us lawyers, doctors, ministers, poets, authors, editors, orators, and teachers; that we are engaged in all the enterprises common to other men -- digging gold in California, capturing the whale in the Pacific, feeding sheep and cattle on the hillside, living, moving, acting, thinking, planning, living in families as husbands, wives, and children, and above all, confessing and worshiping the Christian God, and looking hopefully for life and immortality beyond the grave -- we are called upon to prove that we are men?
      Would you have me argue that man is entitled to liberty? That he is the rightful owner of his own body? You have already declared it. Must I argue the wrongfulness of slavery? Is that a question for republicans? Is it to be settled by the rules of logic and argumentation, as a matter beset with great difficulty, involving a doubtful application of the principle of justice, hard to understand? How should I look today in the presence of Americans, dividing and subdividing a discourse, to show that men have a natural right to freedom, speaking of it relatively and positively, negatively and affirmatively? To do so would be to make myself ridiculous, and to offer an insult to your understanding. There is not a man beneath the canopy of heaven who does not know that slavery is wrong for him.
      What! Am I to argue that it is wrong to make men brutes, to rob them of their liberty, to work them without wages, to keep them ignorant of their relations to their fellow men, to beat them with sticks, to flay their flesh with the lash, to load their limbs with irons, to hunt them with dogs, to sell them at auction, to sunder their families, to knock out their teeth, to burn their flesh, to starve them into obedience and submission to their masters? Must I argue that a system thus marked with blood and stained with pollution is wrong? No - I will not. I have better employment for my time and strength than such arguments would imply.
      What, then, remains to be argued? Is it that slavery is not divine; that God did not establish it; that our doctors of divinity are mistaken? There is blasphemy in the thought. That which is inhuman cannot be divine. Who can reason on such a proposition? They that can, may - I cannot. The time for such argument is past.
      At a time like this, scorching irony, not convincing argument, is needed. Oh! had I the ability, and could I reach the nation's ear, I would today pour out a fiery stream of biting ridicule, blasting reproach, withering sarcasm, and stern rebuke. For it is not light that is needed, but fire; it is not the gentle shower, but thunder. We need the storm, the whirlwind, and the earthquake. The feeling of the nation must be quickened; the conscience of the nation must be roused; the propriety of the nation must be startled; the hypocrisy of the nation must be exposed; and its crimes against God and man must be denounced.
      What to the American slave is your Fourth of July? I answer, a day that reveals to him more than all other days of the year, the gross injustice and cruelty to which he is the constant victim. To him your celebration is a sham; your boasted liberty an unholy license; your national greatness, swelling vanity; your sounds of rejoicing are empty and heartless; your shouts of liberty and equality, hollow mock; your prayers and hymns, your sermons and thanksgivings, with all your religious parade and solemnity, are to him mere bombast, fraud, deception, impiety, and hypocrisy - a thin veil to cover up crimes which would disgrace a nation of savages. There is not a nation of the earth guilty of practices more shocking and bloody than are the people of these United States at this very hour.
      Go search where you will, roam through all the monarchies and despotisms of the Old World, travel through South America, search out every abuse and when you have found the last, lay your facts by the side of the everyday practices of this nation, and you will say with me that, for revolting barbarity and shameless hypocrisy, America reigns without a rival.

by Frederick Douglass - July 4, 1852

Saturday, April 2, 2011

a mosaic mobile home lesson plan

Teacher sample 2011.
 Title: A Mosaic Mobile Home
Topic: animal homes, mosaics
Goals & Objectives:
  • Students will demonstrate basic sewing and mosaic skills while constructing a three-dimensional artwork.
  • Students will be able to identify a variety of structures necessary for the survival of living organisms.
GLEs:
Show-Me Standard: Visual Art Standards for  5-7 Grade Missouri Schools
Strand I: Product/Performance - Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems
•    Manipulate fibers (e.g., threading needles, typing simple knots, sewing, wrapping, weaving, beading)
Strand I: Product/Performance – Select and apply three-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems
•    Create a relief artwork by joining two or more surfaces (e.g., natural or manufactured clays, paper pulp, cardboard, found materials)
•    Create an in-the-round artwork by joining two or more surfaces using a layering material (e.g., papier mache, platercraft, cardboard, fibers)
Show-Me Standards for Biology
Biology Assessment: Missouri Department of Elementary and Secondary Education, k-12
Strand 3: Characteristic and Interactions of Living Organisms – There is a  fundamental unity underlying the diversity of all living organisms
•    Plants and animals have different structures that serve similar functions necessary for the survival of the organism
Grade: 5th – 7th
Length of Class Period: 55 min.
Frequency of Class Period: once a week
Time Needed: Four class periods
Facility & Equipment Requirements:
  • One computer lap top
  • Room with good lighting
  • Large tables, approximately ten, each seating four students
  • Two sinks
  • Dry erase board
  • Drying racks
  • Cabinets for storage
  • Projector for viewing computer video, CDs and DVDs
Resources Needed:
  • “Animal Homes” by Diane James & Sara Lynn
Materials Per Student:
  • A wide variety of seeds, beans and lentils
  • Elmer’s wood glue
  • Newspaper
  • Masking tape
  • Bowl forms to mold from or paper bowls
  • Dental floss and needles
  • Fabric for turtle bodies
  • Stencils for turtle bodies
  • Four or Five Tubs of Adhesive & Grout
  • Modge-Podge
Vocabulary/Terminology:
  1. Burrow – A hole or tunnel dug by a small animal, esp. a rabbit, as a dwelling.
  2. Nest – A structure or place made or chosen by a bird for laying eggs and sheltering its young.
  3. Hollow – A cavity, natural or artificial; an unfilled space within anything; a hole
  4. Den – A wild animal's lair or habitation.
  5. Shell – The hard protective outer case of a mollusk or crustacean
  6. Lodge - created from severed branches and mud.
Motivation- Looking and Talking Activity: The teacher will read aloud “Animal Homes” by Diane James & Sara Lynn and conduct a large group discussion after viewing a short video by the Missouri Department of Conservation.
Step-by-Step Studio Activity Specifics:
Phase 1: Clarify goals and establish set
  • Students will learn that Mosaics are made of tiny colored pieces of stone, pottery, glass or other materials, arranged together and set in plaster or cement to make patterns and images. They can be used to decorate a floor, a wall or in some cases a ceiling.
  • Students will craft their own turtle mosaic form beans and seed.
  • Students will also learn simple stitching techniques with needle and thread.
  • Students will learn about the necessities of turtle shells for the survival of that species.
Phase 2: Demonstrate knowledge or skill
Task Analysis:
  1. Imagine, making a mosaic using over one million pieces of glass - all hand cut, and placed into wet plaster to create a large pattern for their entry hall! It is a project that would take months and in some cases even many years to complete.
  2. Each student will be given a paper bowl form and be taught how to shape it into a turtle shell with newsprint and masking tape.
  3. Cover the paper shell with either wood glue and lentils or with paste/grout and beans. Choose a pattern that is pleasing to you.
  4. Trace and cut patterns for the turtle body out of fabric provided to the class by the teacher.
  5. Sew around the turtle body using a straight stitch and dental floss.
  6. Leave a two inch hole on the edge of the pattern in order to turn the turtle body inside out and stuff with beans.
  7. Stuff the turtle body with beans and glue it to the under-side of the paper turtle shell with wood glue.
  8. Leave your turtle belly side up to dry over night.
  9. Measure a circle to fit the underside of the turtle shell out of cardboard.
  10. Cover the cardboard with beans or lentils by the same method used for the shell and glue it directly to the under-side of the turtle’s body.
Phase 3: Provide Guided Practice
  • The instructor will share with her students information about the long history of mosaics. Mosaics were created in Ancient times in Babylon, Egypt, Greece and Rome. When the cities of Pompeii and Herculaneum (which were buried under lava when Mount Vesuvius erupted in A.D. 79) were rediscovered, many wonderful mosaics were found.
  • The teacher will provide for free patterns necessary to complete the project.
  • The teacher will show samples of turtle mosaics and demonstrate all of the stages of development for the turtle mosaics during several class periods.
  • Research about the necessities of survival for turtles will be taught to every student in the class.
Health & Safety Concerns: There are no health and safety concerns for this project.
Special Needs Adaptations:
Modifications for the hard-of-hearing or deaf student:
  • Student will be seated closer to instructor so they will be better equipped to hear instructions or read lips
  • Student will be provided with written instructions so that they read about the discussions and demonstrations
  • The instructor may use a amplification devise provided by the school or student’s parents
  • Modifications for the student with limited vision or blindness:
  • Students will be allowed to observe samples of art projects with their hands and for extended periods of time
  • Students will be provided with safe tools and one-on-one guidance during a demonstration of the project
  • The project may be slightly adjusted to accommodate the student’s limitations or for safety reasons
  • Student will be given ample time to exist classroom before large crowds gather outside of the classroom.
Modifications for students with mild brain injury:
  • Students will be provided with duplicate instructions for home and school. Student will not need to remember to carry home materials to review.
  • Students will be given ample time to exist classroom with a pre-determined aid or peer before the official end of a class.
  • Instructor will provide for parent e-mail communication concerning the progress and needs of their student.
  • Student may be given special seat assignment in order to enable his participation in class appropriately. Specific peers may be better equipped to articulate projects visually for this student.
Cleanup Time & Strategy: Students will be instructed to put away art materials neatly in their containers, clean off their tables, and recycle their trash two minutes prior to dismissal.
Assessment: A standardized rubric will be used to analyze and critique each individual student’s artwork.
Provide extended practice and transfer: Students will be encouraged to create even more projects at home. Materials used during class may be duplicated in their own home. The instructor will also supply to the students an article that describes the turtle’s carapace (shell) to take home and read.

All lesson plans and photos are copyrighted 2011 by Grimm

More Lesson Plans About Mosaics:

"a supreme fly catcher!" lesson plan

(Sample for the lesson is copyrighted 2011)

Title: Scratch A Supreme Fly Catcher!
Topic: scratch art, amphibians, survival skills
Goals & Objectives:

  • Students will demonstrate basic knowledge of those survival skills belonging to frogs through illustration.
  • Students will be able to demonstrate through a two-dimensional media a coloring technique.
GLEs:
Show-Me Standards for Visual Art in Grade One
Strand IV: Interdisciplinary Connections, Explain the connections between Visual Art and Communication Arts, Math, Science or Social Studies
Strand I: Product/Performance – Select and apply two dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems
•    Apply paint with a dragging, not pushing motion
Strand I: Product/Performance – Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems
•    Fill an area with solid color/value using crayon, pencil, or marker
Show-Me Standards for Biology
Biology Assessment: Missouri Department of Elementary and Secondary Education, k-12
Strand 3: Characteristic and Interactions of Living Organisms – There is a fundamental unity underlying the diversity of all living organisms
•    Organisms have basic needs for survival
Grade: k-3rd Grade
Length of Class Period: 55 min.
Frequency of Class Period: once a week
Time Needed: two class periods
Facility & Equipment Requirements:

  • One computer lap top
  • Room with good lighting
  • Large tables, approximately ten, each seating four students
  • Two sinks
  • Dry erase board
  • Drying racks
  • Cabinets for storage
  • Projector for viewing computer video, CDs and DVDs
Resources Needed:
  • Worksheet about animal survival skill sets
  • Power point about amphibians
Materials Per Student:
  • A selection of bright colorful oil pastels at each table
  • Scissors for each student
  • Each student should have a brightly colored piece of construction paper and one sheet of typing paper
  • Elmer’s glue
  • Frog stencils
  • Plastic bugs
  • Black tempera paints
  • Paint brushes
Vocabulary/Terminology:
  1. Survival - The state or fact of continuing to live or exist, typically in spite of an accident, ordeal, or difficult circumstances.
  2. Organism – a living thing that has (or can develop) the ability to act or function independently
  3. Amphibians - A cold-blooded vertebrate animal of a class that comprises the frogs, toads, newts, and salamanders, distinguished by having an aquatic gill-breathing larval stage followed (typically) by a terrestrial lung-breathing adult stage.
Motivation- Looking and Talking Activity:
•    Review and worksheet about animal survival skill sets
Step-by-Step Studio Activity Specifics:
Phase 1: Clarify goals and establish set

  • Students will learn to manipulate stencils, scissors, and oil pastels to the satisfaction of the teacher.
  • Students will identify the characteristics of the frog that help it to survive in the wild.
Phase 2: Demonstrate knowledge or skill
Task Analysis:

  1. Fill the 81/2 x 11 inch white drawing paper entirely with crayon color. Drawing with heavy strokes and leaving no drawing paper uncolored.
  2. Paint over the entire surface of paper with thick, black tempra paint and set it aside to dry.
  3. Outline the frog stencils provided with a toothpick, then scratch away the insides of your frog shape.
  4. Scratch insects like flys and butterflies around the frog.
  5. Cut a narrow slit for the frog’s mouth.
  6. Cut out a long narrow tongue from the pink or red constructions paper at your table.
  7. Curl the paper tongue around a pencil or tooth-pick
  8. Insert one end of the tongue through the slit at the frog’s mouth and tape it secure on the opposite side of the picture.
  9. Glue plastic bug on the tip of your frog’s mouth
Phase 3: Provide Guided Practice
  • The teacher will write out on the chalk board simple directions for completing the giraffe art project.
  • The instructions will also be read aloud in class.
  • The teacher will provide for each work table a collection of oil pastels, scissors and frog stencils to use.
  • The teacher will explain to the students why the frog’s sticky tongue and quick reflexes and cone-shaped teeth are important for his survival
  • The teacher will demonstrate in front of the class how to trace the stencil, color the frog, cut a place for his tongue and glue the drawing on top of a white sheet of printing paper in order to secure the art work
Health & Safety Concerns: There are no health and safety concerns for this project.
Special Needs Adaptations:
Modifications for the hard-of-hearing or deaf student:

  • Student will be seated closer to instructor so they will be better equipped to hear instructions or read lips
  • Student will be provided with written instructions so that they read about the discussions and demonstrations
  • The instructor may use a amplification devise provided by the school or student’s parents
  • Modifications for the student with limited vision or blindness:
  • Students will be allowed to observe samples of art projects with their hands and for extended periods of time
  • Students will be provided with safe tools and one-on-one guidance during a demonstration of the project
  • The project may be slightly adjusted to accommodate the student’s limitations or for safety reasons
  • Student will be given ample time to exist classroom before large crowds gather outside of the classroom.
Modifications for students with mild brain injury:
  • Students will be provided with duplicate instructions for home and school. Student will not need to remember to carry home materials to review.
  • Students will be given ample time to exist classroom with a pre-determined aid or peer before the official end of a class.
  • Instructor will provide for parent e-mail communication concerning the progress and needs of their student.
  • Student may be given special seat assignment in order to enable his participation in class appropriately. Specific peers may be better equipped to articulate projects visually for this student.
Cleanup Time & Strategy: Students will be instructed to put away art materials neatly in their containers, clean off their tables, and recycle their trash two minutes prior to dismissal.
Assessment: A standardized rubric will be used to analyze and critique each individual student’s artwork.
Provide extended practice and transfer: Students will be encouraged to create even more projects at home. Materials used during class may be duplicated in their own home.

All lessons and jpgs. are copyrighted 2011 by Grimm

"wicked deadly red" lesson plan


(Sample salamander in oil pastel)

Title: Wicked Deadly Red
Topic: zoology, art, working with oil pastels
Goals & Objectives:

  • Students will illustrate an accurate depiction of a newt with oil pastels.
  • Students will be able to identify characteristics and structures necessary for the survival of a living organism.
GLEs:
Show-Me Standards for Visual Art in The State of Missouri Grade Three
Strand IV: Interdisciplinary Connections, Explain the connections between Visual Art and Communication Arts, Math, Science or Social Studies
Strand I: Product/Performance – Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems.

  • Layer two or more colors using crayon, colored pencil, or oil pastel
Show-Me Standards for Biology
Biology Assessment: Missouri Department of Elementary and Secondary Education, k-12
Strand 3: Characteristic and Interactions of Living Organisms – There is a fundamental unity underlying the diversity of all living organisms

  • Plants and animals have different structures that serve similar functions necessary for the survival of the organism
Grade: 3rd -5th
Length of Class Period: 55 min.
Frequency of Class Period: once a week
Time Needed: one class period
Facility & Equipment Requirements:

  • One computer lap top
  • Room with good lighting
  • Large tables, approximately ten, each seating four students
  • Two sinks
  • Dry erase board
  • Drying racks
  • Cabinets for storage
  • Projector for viewing computer video, CDs and DVDs
Resources Needed:
  • A selection of warm colored oil pastels, red in particular
  • Black construction paper
  • Power Point presentation about the eastern newt (salamander)
  • “The Salamander Room” By Anne Mazer
"Together, parent and child from ELFamily Academy read "The Salamander Room"--the story of a child who turns his room into the perfect habitat for a salamander and other creatures of the forest."

Materials Per Student:
  • Each student needs a single piece of black construction paper
  • Oil pastels at each table, variety of reds
  • Salamander stencils to trace around
Vocabulary/Terminology:
  1. Newt - a common salamander of eastern North America.
  2. Aquatic Environment - consisting of, relating to, or being in water
  3. Poisonous - something destructive or fatal
Motivation- Looking and Talking Activity: The teacher will read aloud to the children “The Salamander Room” By Anne Mazer
Step-by-Step Studio Activity Specifics:
Phase 1: Clarify goals and establish set

  • Students learn about the importance of color in nature.
  • Students will learn the methods of application associated with oil pastels.
Phase 2: Demonstrate knowledge or skill
Task Analysis:

  1. Trace around the stencils with a red crayon provided at your table and share patiently with other classmates while the teacher reviews the material about red newts.
  2. Color your newt with bright red oil pastels and rememer to leave some black spots on his back as well.
  3. Draw leaves around your salamander and color them in with bright greens or oranges.
Phase 3: Provide Guided Practice
  1. The teacher will supply all of the necessary art supplies to complete the project at each table.
  2. The teacher will talk to the children about red efts and their biological attributes for defense against predators.
  3. The teacher will demonstrate to the students how to trace around the salamander stencil and color in the shapes of the leafs and salamander with oil pastel.
Health & Safety Concerns: There are no health and safety concerns for this project.
Special Needs Adaptations:
Modifications for the hard-of-hearing or deaf student:

  • Student will be seated closer to instructor so they will be better equipped to hear instructions or read lips
  • Student will be provided with written instructions so that they read about the discussions and demonstrations
  • The instructor may use a amplification devise provided by the school or student’s parents
  • Modifications for the student with limited vision or blindness:
  • Students will be allowed to observe samples of art projects with their hands and for extended periods of time
  • Students will be provided with safe tools and one-on-one guidance during a demonstration of the project
  • The project may be slightly adjusted to accommodate the student’s limitations or for safety reasons
  • Student will be given ample time to exist classroom before large crowds gather outside of the classroom.
Modifications for students with mild brain injury:
  • Students will be provided with duplicate instructions for home and school. Student will not need to remember to carry home materials to review.
  • Students will be given ample time to exist classroom with a pre-determined aid or peer before the official end of a class.
  • Instructor will provide for parent e-mail communication concerning the progress and needs of their student.
  • Student may be given special seat assignment in order to enable his participation in class appropriately. Specific peers may be better equipped to articulate projects visually for this student.
Cleanup Time & Strategy: Students will be instructed to put away art materials neatly in their containers, clean off their tables, and recycle their trash two minutes prior to dismissal.
Assessment: A standardized rubric will be used to analyze and critique each individual student’s artwork.
Provide extended practice and transfer – Students will be encouraged to create even more projects at home. Materials used during class may be duplicated in their own home. A handout for children to take home and color will be provided.
All lesson plans and jpgs. are copyrighted 2011 by Grimm

Monday, March 28, 2011

life in a jar, an insectarium art lesson plan

 Above, student artwork of bugs in jars
Title: Life In A Jar
Topic: insects, botany, drawing
Goals & Objectives:
•    Students will create a still life from observation using drawing tools to illustrate living organisms and the organism’s environment.
•    Students will use crayons and magic markers to demonstrate line.
GLEs:
Show-Me Standards for Visual Art in k-2nd Grade
Strand IV: Interdisciplinary Connections, Explain the connections between Visual Art and Communication Arts, Math, Science or Social Studies
Strand I: Product/Performance – Select and apply two dimensional, techniques, and processes to communicate ideas and solve challenging visual art problems
•    Produce a line using crayon, pencil, or marker for kindergarteners
•    Fill an area with solid color/value using crayon, pencil, or marker for 1rst Graders.
Strand I: Product/Performance – Communicate ideas about subject matter and themes in artworks created for various purposes
•    Still Life: Create an original still life from observation for 2nd Graders.
Show-Me Standards for Science Course Level Expectations - Grade level expectations for grades K-8 are clustered into suggested units and arranged to support development of conceptual understanding. The standards listed below are for grades levels 4-7.
Strand 3: Living Organisms
•    Characteristics of Living Organisms
Strand 4: Ecology
•    Interactions among Organisms and their Environments
Grade: k-2nd Grade
Length of Class Period: 55 min.
Frequency of Class Period: once a week
Time Needed: one class period
Facility & Equipment Requirements:

  • One computer lap top
  • Room with good lighting
  • Large tables, approximately ten, each seating four students
  • Two sinks
  • Dry erase board
  • Drying racks
  • Cabinets for storage
  • Projector for viewing computer video, CDs and DVDs
Resources Needed:
  • Four or five glass jars with a variety of plants displayed in each.
  • Photographs of insects or living/realistic looking plastic insects in each jar.
  • Power Point showing pictures of insectariums
  • “Just Kiddin’ Around” video by the Missouri Department of Conservation (JKA #02 Insects)
Materials Per Student:
  • White drawing paper
  • Crayons, pencils, pens, watercolors
  • Stencils of jars if the students wish to use these
  • Photographs of bugs
  • Living bugs in jars too!
Vocabulary/Terminology:
  1. Insectarium - An insectarium is a kind of live insect zoo, or a museum or display of live insects.
  2. Display - a visual representation of something
  3. Natural History - the scientific study of plants or animals
Motivation- Looking and Talking Activity: Large group discussion about “Just Kiddin’ Around” video by the Missouri Department of Conservation (JKA #02 Insects)
Step-by-Step Studio Activity Specifics:
Phase 1: Clarify goals and establish set

  • Students will watch brief video selection from Missouri Department of Conservation about insects.
  • Students will discuss the video in a large, classroom discussion
  • Students will draw from life or photographs a minimum of three insects in their jar.
  • Plants should also be included in the children’s drawings.
  • Draw also the plants or insects that your insects would need to eat in order to survive in the jar if they were real.
  • Color in the drawing completely using the natural colors found in the insects and their environments.
Phase 2: Demonstrate knowledge or skill
Task Analysis:

  1. Students will either trace a jar from a stencil on a white piece of paper or draw a jar free-hand.
  2. Student may then take time to observe insects in the jars or to sift through pictures of insects supplied in the art classroom
  3. After selecting three insects to draw in their jars, students should organize their drawing materials at their table and proceed to draw their favorite insects.
  4. Each child should also include plants and appropriate foods in their artworks that the insects would need to survive comfortably in their miniature insectariums.
Phase 3: Provide Guided Practice
  • The teacher will supply a wide variety of drawing tools for students to use in this project.
  • The instructor will also set at each table a real jar containing insects for students to observe and draw from.
  • Photographs and picture books of insects will be available in the classroom.
  • Samples of insectariums will be shown to the children and discussed during class as they work.
  • The teacher will circle the room and work one on one with each student as they need it.
  • The instructer will continue to describe the life cycles and eating habits of the insects selected with the class during the hour.
Health & Safety Concerns: There are no health and safety concerns for this project.
Special Needs Adaptations:
Modifications for the hard-of-hearing or deaf student:

  • Student will be seated closer to instructor so they will be better equipped to hear instructions or read lips
  • Student will be provided with written instructions so that they read about the discussions and demonstrations
  • The instructor may use a amplification devise provided by the school or student’s parents
Modifications for the student with limited vision or blindness:
  • Students will be allowed to observe samples of art projects with their hands and for extended periods of time
  • Students will be provided with safe tools and one-on-one guidance during a demonstration of the project
  • The project may be slightly adjusted to accommodate the student’s limitations or for safety reasons
  • Student will be given ample time to exist classroom before large crowds gather outside of the classroom.
Modifications for students with mild brain injury:
  • Students will be provided with duplicate instructions for home and school. Student will not need to remember to carry home materials to review.
  • Students will be given ample time to exist classroom with a pre-determined aid or peer before the official end of a class.
  • Instructor will provide for parent e-mail communication concerning the progress and needs of their student.
  • Student may be given special seat assignment in order to enable his participation in class appropriately. Specific peers may be better equipped to articulate projects visually for this student.
Cleanup Time & Strategy: Students will be instructed to put away art materials neatly in their containers, clean off their tables, and recycle their trash two minutes prior to dismissal.
Assessment: A standardized rubric will be used to analyze and critique each individual student’s artwork
Provide extended practice and transfer – Students will be encouraged to create even more projects at home. Materials used during class may be duplicated in their own home. A handout for children to take home and color will be provided from education.com


all articles and lesson plans are copyrighted 2011 by Grimm

Sunday, March 27, 2011

limelight logos lesson plan

 The above student poster sample
 was drawn my my younger child 
several years ago. She has always 
loved the theater and musicals 
as well
Title: Limelight Logos
Topic: printing, advertising, theater, logo design
Goals and Objectives:
  • Students will develop either a logo or a poster design based upon the theater play, musical or performance.
  • Students will demonstrate unity in their artwork by repeating design elements, colors, shapes etc...
Fine Art GLEs:
STRAND I: Product/Performance
Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems
  • Create smooth, continuous value through even pressure
  • Define edge through variations in pressure or angle
  • Demonstrate proficiency using a single drawing media
STRAND I: Product/Performance
3. Communicate ideas about subject matter and themes in artworks created for various purposes
A. High School Level I
·      Create original artworks using non-objective, architecture and anatomy subject matters.
STRAND IV: Interdisciplinary Connections (IC)
1. Explain connections between visual art and performing arts
A. High School Level I
·      Connect meanings of elements in art with terms in music, theatre, or dance
STRAND II: Elements and Principles (EP)
2. Select and use principles of art for their effect in communicating ideas through artwork
E. Unity: High School Level I
·      Explain how elements and principles create unity in artworks
STRAND II: Elements and Principles (EP)
2. Select and use principles of art for their effect in communicating ideas through artwork
B. Emphasis: High School Level I
·      Identify and create emphasis (focal point) through contrast and convergence
STRAND II: Elements and Principles (EP)
1. Select and use elements of art for their effect in communicating ideas through artwork
A. Line: High School Level I
·      Identify and use weighted contour, parallel, and perpendicular lines
STRAND II: Elements and Principles (EP)
1. Select and use elements of art for their effect in communicating ideas through artwork
B. Shapes: High School Level I
·      Differentiate between and use geometric and organic (freeform) shapes
Grade: 9th – 12th
Length of Class Period: 55 minutes
Frequency of Class Period: five days a week
Time Needed: five class periods
Facility & Equipment Requirements:
  • One computer lap top
  • Room with good lighting
  • Large tables, approximately ten, each seating four students
  • Two sinks
  • Dry erase board
  • Drying racks
  • Cabinets for storage
  • Projector for viewing computer video, CDs and DVDs
Resources Needed:
  • Power point about graphic artists and logos/posters
  • Slide show depicting theater posters
Materials Per Student:
  • Drawing paper
  • Variety of drawing tools: markers, colored pencils etc...
  • Heavy cardstock
  • Scissors
Vocabulary: most definitions originate from dictionary.com
  1. Logo - Also called logotype. a graphic representation or symbol of a company name, trademark, abbreviation, etc., often uniquely designed for ready recognition.
  2. Theater - a building, part of a building, or outdoor area for housing dramatic presentations, stage entertainments, or motion-picture shows.
  3. Graphic artist - an artist who designs and makes prints
  4. Advertising - the practice of calling public attention to one's product, service, need, etc., esp. by paid announcements in newspapers and magazines, over radio or television, on billboards, etc.: to get more customers by advertising.
  5. Emblem - a sign, design, or figure that identifies or represents something: the emblem of a school.
  6. Fonts - a complete assortment of type of one style and size.
  7. Computer Graphic Font – these are small symbols designed to use with computer software programs that are simplified drawings of visual elements.
Motivation - Looking and Talking Activity: Students will view a slide show depicting theater posters and participate in classroom discussions.
Step-by-Step Studio Activity Specifics:
  • Students will view a slide show depicting theater posters and participate in classroom discussions.
  • Students will need to draw two versions of a design for a logo or poster that includes a logo within it's theatrical theme or production advertisement.
  • Students will meet with teacher to discuss the potential design with their instructor before beginning their final version.
  • Students will also discuss the elements they must include to make their logo or poster reflect their choice of subject with their teacher.
  • Students may use any drawing tool of their choice to draw their final design.
Health & Safety Concerns: There are no health and safety concerns for this project.
Cleanup Time & Strategy: Students will be instructed to put away art materials neatly in their containers, clean off their tables, and recycle their trash two minutes prior to dismissal.
Assessment: A formal assessment/grading rubric sheet is included along with this lesson plan. 

 (The above student work is of a logo only, not a poster that hung inside the high school classroom where I did my student teaching. This student based his logo design upon a film.)

All lessons and photographs are copyrighted 2011 Grimm 


More links to lesson plans about logo design.