Lesson Plan : Valuing Culture and Ethnicity

Teacher Name:
 Sarah Harper
Grade:
 Grade 4
Subject:
 Other

Topic:
 Valuing Culture and Ethnicity, Day 9
Content:
  Big Questions How does art reflect the artist? How is culture and ethnicity expressed through art? What are some recurring themes in art that express certain cultural traditions? Key Concepts Culture is a particular society or time and places while ethnicity is groups that people are placed into because of ancestry, nationality, or religion. The differences in cultures and ethnicities should be valued because they make people individuals. Vocabulary Culture, Ethnicity, Individuality
Goals:
 TEKS Art 3(b) (3) Historical/cultural heritage.
Objectives:
  The students will be able to identify cultural and ethnic influences and characteristics in art. Students will be able to create a work of art drawing upon their own cultural and ethnic backgrounds.
Materials:
  Just Like Me, edited by Harriet Rohmer Honoring Our Ancestors, edited by Harriet Rohmer Paper Color pencils Acrylic paint and brushes Mirrors Student journals
Introduction:
 o What is culture and ethnicity? The teacher will write these two words on the board and have the students discuss in groups what they think they mean, then each group will tell the class what they decided and the teacher will write their ideas on the board under the words. o The teacher will then introduce culture as another aspect that greatly influences how and what artist create.
Development:
 o The teacher will read excerpts from Honoring Our Ancestors and Just Like Me. The class will discuss how the culture and ethnicity of each of the artists shown is reflected in their art. o The teacher will create a chart with the students help. For each heading the students will generate a culture group, then under the heading the students will write some influences and characteristics they found in the art from that culture group in the book.
Practice:
 o The teacher will emphasize to the students how art can be a way to honor and express a persons cultural and ethnic background. Students will be asked to journal about what they are proud of and what has influenced them from their cultural background.
Accommodations:
 o In the beginning of the lesson students are working in groups. These groups will be a mix of different ability levels so that students with greater understanding will help scaffold information for other students. o During discussions the teacher will record main points down on the board as they are said so that students can look back on the thoughts presented and have visual cues. o If students are having difficulty integrating cultural aspects into their self portrait they will be encouraged to talk to another student or the teacher to see what ideas they may have.
Checking For Understanding:
 o The teacher will monitor the students discussions to check for understanding at the beginning of the lesson. The teacher will also read the journal entries and walk around the class as they are creating the art work to check for understanding and that the children are on the right track.
Closure:
 o The class will look at all of the different portraits and discuss the variety of cultural influences represented in the class and how culture has influenced art in their community.
Evaluation:
 The teacher will measure students understanding through listening to their discussions, reading their journals as well as looking at the art they created. When looking at the piece of art the teacher will look to see if it is evident that the student incorporated aspects of their culture in the style they used or other evident characteristics.
Teacher Reflections:
 The teacher will be sure to foster understanding throughout the lesson by writing down and demonstrating all directions. The lesson will include ways for all learners to show their knowledge and comprehension. Visual and tactile learners will be able to create works to demonstrate their understanding while oral and aural learners will be able to discuss their ideas.

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