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Final Project Version 6-EDSE 604-Teresa Quinn

Final Project Version 6-EDSE 604-Teresa Quinn

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Published by Tbell314

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Published by: Tbell314 on Aug 15, 2011
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01/31/2014

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Teresa Quinn
A. General Plan for the Unit
 1.
 
Class Description:
In this 5
th
grade Social Studies class of approximately 25 regular education students. The students will be having a unit lesson an African culture andgeography. They will be creating African masks out of paper Mache.2.
 
T
itle of Unit:
African Culture and Mask Making
Curricular
T
heme:
Creating African tribal masks with paper Mache.3.
 
Obj
ectives:
Students will increase their understanding of African culture. Students willlearn the geography of Africa. Students will show an understanding of characteristics of masks, exaggeration, distortion and symmetry.
4.
 
S
tandard
s:
 
Social Studies Standards
that are being addressed are:www.p12.nysed.gov/ciai/socst/
 
A.
 
S
tandard 1,
Key Idea 2&3-History of the United States and New York: use avariety of intellectual skills to demonstrate their understanding of major ideas,eras, themes, developments, and turning points in the history of the United Statesand New York.B.
 
S
tandard 2,
Key Idea 1& 2- World History: use a variety of intellectual skills todemonstrate their understanding of major ideas, eras, themes, developments, andturning points in world history and examine the broad sweep of history from avariety of perspectives.C.
 
S
tandard 3
, Key Idea 1&2- Geography: use a variety of intellectual skills todemonstrate their understanding of the geography of the interdependent world inwhich we live²local, national, and global²including the distribution of people, places, and environments over the Earth¶s surface.
 A
rt Standards
that are being addressedare:www.p12.nysed.gov/ciai/arts/artstand/home.htmlA.
 
S
tandard 1,
Creating, Performing & Participating in the Arts: Students willactively engage in the processes that constitute creation and performance in thearts (dance, music, theatre, and visual arts) and participate in various roles in theartsB.
 
S
tandard 2,
Creating, Performing & Participating in the Arts: Students will beknowledgeable about and make use of the materials and resources available for  participation in the arts in various roles.C.
 
S
tandard 3,
esponding to & Analyzing Works of Art: Students will respondcritically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.
 
D
.
 
S
tandard 4,
Understanding the Cultural
D
imensions & Contributions of the Arts:Students will develop an understanding of the personal and cultural forces thatshape artistic communication and how the arts in turn shape the diverse culturesof past and present society.5.
 
S
trategy:
To meet these objectives students will view on video how Africans live incertain parts ofthe continent. Another strategy will involve written material for thestudents to readnarrative stories and historical information about African culture. Thestudents will also be reviewing the country of Africa. The visual arts componentwillinclude instruction on how to draw an African mask and to make an African mask out of  paper Mache.The lesson will allow the students to see the diversity of different African cultures in theclassroom, which is reflected of individual personality and character. The students willalso learn about the place in Africa, so they can better understand the purpose of Africanmasks.This will also enable them to broaden their awareness and understanding of African culture.6.
 
ationale:
The teacher will present a short informal African art history to present the truefacts aboutthe culture, the art and where the people live. The study of African art whichincludes African masks will be the key element in communicating to the students the true beauty of African art, its culture and it meaning. Mask are usually detailed in design,crafted for its specific purpose, and varied in function. Most of the African masks, for example have features like the eyes, nose, ears and mouth that are over emphasized. Theyare also quite distorted in the shape of the head and the neck. The deliberate facialdistortions are based on the African religious beliefs and rituals.7.
 
Content:
There will be a description of African art history and geography of Africa. Also,the students will be viewing a slide show of all different types of mask from the differentcultures.The students as well will be reading a book called African Art. Students will also be viewing a video on African culture and masks. In addition the students will be learningabout Africa. The different places that masks come from and also they have to be able tolocate it on the map. Teacher will in addition have African music playing in theclassroom, so it can enhance the learning experience.8.
 
S
tudent Preparation:
There will be a presentation on African art history to present thetrue facts about the tribes (cultures), the art and where they live. The African masks arethe key element in communicating to the students the true beauty of African art, itsculture and history. The teacher will give the students some website, so they can look atAfrican mask (
http://www
.ar
tyf 
ac
to
r
y
.c
om/
a
rican
m
asks
/
index.
htm)
and enacted with them(
A
n
oth
er
F
ace
: M
asks
A
r
ou
nd
th
e
Wo
rld
)
.Students will in addition do someindividualresearch to get a better understand of the culture and what they use masks for. Theteacher will also give a lesson on how to properly use paper mache and the process tocorrectly construct a mask. 9.
 
M
otivation:
Explore what students already know about masks and discuss how masks areused in the United States. Begin by asking students to name places and events where they
 
have seen masks. Students might, for example, mentions Halloween, Mardi Gras, thecircus, parades, plays, or costume parties. Have students share occasions where they haveseen masks directly painted on people's faces or when they have had their face painted.Ask students to recall what they felt when they saw these masks. Have studentsdemonstrate facial expressions, e.g., happy, sad, scared, surprised, etc. Next, presentAfrica as a continent of cultures with a rich history of masks. Although Africa is a hugeregion, masks are worn and used in village ceremonies throughout the continent. Masksoften represent departed ancestors, spirit beings, and invisible powers. Mask features can be human, animal, or combine elements and features from the human, animal, and spiritworlds. Show examples of different masks and from various cultures. If possible show real masks... if you do not have any masks, try to find pictures of masks in books, on posters etc.10.
 
T
echnology:
The students will not use technology to present their finished project.Students will do a presentation in front of the classroom to present the final project.However, the students will be using the computer to research their project. Theywill use the computer to learn more about African culture and why they used mask as partas their everyday life. The students must know where to locate their African tribe on themap. They will also research different African tribal masks and learn about diversecultures, customs and geographical setting of these ethnic groups.The students mustknow where to locate their African tribe on the map Students will look up images of African masks on the web to use as references when creating their own mask. The teacher will be taking pictures of each students work to put in a showcase and to also share on theweb.11.
 
S
tudent Product/Performance:
Students will be creating African masks based on their learning of all the different African cultures. The students will be working individual, sothey will have to figure out what characteristic they want to use on their mask. Studentswill be making 3-
D
African masks out of paper Mache. This will help them show their understanding of African culture and why masks are such a big part of how they live.Students also need to know where to locate Africa on the map and where theAfrican.Attached is example of what the students will be making:12.
 
Assessment:
Students will be assessed by comparing and contrasting various masks of Africa.
D
id students create a mask showing characteristics of African art? Exaggeration,distortion, simplification or forms. Students will also have to write a paragraph containsat least 3 facts about their mask and how it relates to African culture.Students in additionwill be assessed by their knowledge of the country Africa. From the research and videosthe students should be able to retain the knowledge that they learned about Africanculture, the geography of Africa and their masks. To test their knowledge students will begiven a quiz on African culture, the geography of Africa and how they use their masks.Their final project will be the test if they really understood African culture. Also, therewill be a rubric attached to see how they will be graded. 

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