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Lesson 2: Navajo & American Storytelling
 

Lesson 2: Navajo & American Storytelling

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    Lesson 2: Navajo & American Storytelling Lesson 2: Navajo & American Storytelling Document Transcript

    • LESSON PLAN FORMATUniversity of North Texas Art EducationI. Lesson Title: Campfire StorytellingII. Lesson 2: Navajo & American Storytelling, 3-40 minute daysIII. Key Concepts: Navajo, storytelling, clay dolls, self-expression, TraditionsIV. Essential Question:How does storytelling effect our families, friends and us?How does your clay doll identify self-expression?V. Lesson Objectives:1. Students will be evaluated by showing a completed clay doll.2. For the students to be able to perform their own storytelling in class.VI. Specific Art Content:line, color, shape, form, pattern, storytellingVII. Instruction and Its Sequencing:Day One 1. Introduction/Motivation: Introduce the students to the ways in which Navajos and the West share stories. Students will watch a video showcasing a Navajo story. Students will look at images from Western Art storytelling. 2. Purpose: Students will be able to see the ways in which each culture shares stories. Begin thinking of how they would create their own clay doll. Begin thinking how they are going to share their story with the class. 3. Instruction: Show previous examples of completed clay doll. Present materials to making clay dolls. Demonstrate ways in which they could approach the doll. 4. Resources & Materials for Teacher: Share YouTube video of each culture displaying storytelling. Share website with definition of storytelling. Sharing symbols associated with each culture. Resources & Materials for Students: Clay clay tools (brushes, spoons, pencils) Water buckets aprons 5. Guided Practice Teacher will help students incorporate their own ideas into clay dolls. Teacher will discuss with students how they might share a story about their clay doll. 6. Independent Practice Students will identify knowledge by demonstrating they can make a clay doll.
    • 7. Closure Discuss and share how they will make his or her clay doll. Discuss and share different storytelling methods.8. Formative Evaluation Students will be assessed on different terms, such as: Navajo, storytelling9. Classroom Management Procedures Students will sit in their seats during demonstration. Materials will already be placed on tables prior to student’s arrival. Each group table will be assigned "CLEAN UP CHORES" where different supplies should go and where to store their project.Day Two1. Introduction/Motivation: Review and discuss different storytelling traditions from Navajo and Western culture. Review ways in which clay doll may be assembled. Review how to share a story about their specific clay doll.2. Purpose: Students will complete clay doll. Students will write out their story how they will share their clay doll.3. Instruction: Present materials used to finish clay doll. Allow students time to finish clay dolls. Store clay dolls in a safe place and hand out paper to write their stories. The teacher will share the story they have created for their clay doll.4. Resources & Materials for Teacher: Example of clay doll Example of story Resources & Materials for Students: various colors of paint water buckets 1/2” paint brushes ¾” painting brushes apron towels for clean up5. Guided Practice: Teacher will guide students into ways in which they can approach the clay dolls. Students will be able to complete a clay doll.6. Independent Practice: Students will be able to recognize how the Navajo’s and Westerns share stories with one another.7. Closure: Discuss and share how they will complete their clay doll with paint. Discuss how they would share a story about their clay doll.8. Formative Evaluation: Students will be assessed on various terms: Navajo, storytelling, clay doll, Western9. Classroom Management Procedures: Students will seat in their seats while completing clay doll. Materials will already be placed on tables prior to students arrival. Each group table will be assigned "CLEAN UP CHORES" where different supplies should go.
    • Students will place clay doll in a safe place to pick up for the next class.VIII. Summative Assessment and Evaluation:Students will be evaluated by rubric. (see last page)X. Interdisciplinary Connections:History and ArtNavajo CultureXI. References & Resources:Images of Navajo StorytellingYouTube of Navajo Storytelling; http://www.youtube.com/watch?v=GuP2_gWE6ikStorytelling Definition: http://www.eldrbarry.net/roos/st_defn.htmXII. Art TEKSArt, Grade 4/5(a) Introduction. (1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills. (2) By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.(b) Knowledge and skills. (1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) communicate ideas about self, family, school, and community, using sensory knowledge and life experiences; and (B) choose appropriate vocabulary to discuss the use of art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity. (2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:
    • (A) integrate a variety of ideas about self, life events, family, and community in original artworks; (B) design original artworks; and (C) invent ways to produce artworks and to explore photographic imagery, using a variety of art media and materials. (3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement.XIII. National Art Standards 1. Understanding and applying media, techniques and processes 2. Choosing and evaluating a range of subject matter, symbols and ideas 3. Making connections between visual arts and other disciplines
    • REFERENCE IMAGES:
    • RUBRIC GRADING MEET EXPECTATIONS DID NOT MEET EXPECTATIONSo The student completed a clay coll. o The student did not complete clayo The student used paint to cover the project or failed to participate. clay. o The student did not use any amount ofo The student labeled his/her name on the paint. clay doll. o The student failed to write his/hero The student shared a story during the name. “campfire.” o The student failed to share a story during “campfire.”