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Chelsea DeLen

ARH6930

Community Healing and Teaching Tolerance


Subject/Grade Level: Art/5th Grade
Estimated Time: 7-8 Weeks

Enduring Idea or Theme:


Students will learn to understand differences of opinions and beliefs and practice tolerance.

Unit Description:
This unit is for 5th grade students and will endeavor to heal our school community after the 2016
presidential election. Post-election my students felt mistrustful of their school community as a result of
perceived intolerance from teachers because of their political beliefs. As a result of this unit students
will understand that differences of opinion or beliefs are healthy and that even if we disagree with
people we respect, we can still maintain positive relationships.

Georgia State Standards:


VA5MC.1 Engages in the creative process to generate and visualize ideas.
VA5CU.1 Investigates and discovers personal relationship to community, culture, and the world
through creating and studying art.
VA5MC.3 Selects and uses subject matter, symbols, and/or ideas to communicate meaning
VA5PR.1 Creates artworks based on personal experience and selected themes.
VA5PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes
(drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate
manner to develop skills
VA5PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art
(e.g., ceramics, sculpture, crafts, mixed-media) using tools and materials in a safe and appropriate
manner to develop skills.
VA5PR.4 Plans and participates in appropriate exhibition(s) of artworks
VA5AR.2 Uses a variety of approaches to understand and critique works of art.
VA5AR.3 Explains how selected principles of design are used in an artwork to convey meaning and how
they affect personal responses to and evaluation of the artwork.
VA5C.2 Develops life skills through the study and production of art.

Broad, overarching understandings desired of students?


Students will analyze how people perceive them and how they wish to be perceived and will be able to
define, identify, and practice tolerance.

Essential Questions:

What is tolerance and why is it important?


How can I practice tolerance?
What do others think they know about me? What do I want them to know? What do I wish they
knew?
In what situations is tolerance important?
How do we visually represent ourselves using art media?

Students will demonstrate an understanding of:

How to communicate personal identity visually through their art work.


The positive implications and importance of practicing tolerance in their communities.
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Chelsea DeLen
ARH6930

Key Vocabulary and Concepts:

Tolerance
Perception
Identity
Self-Portrait

Reliquary
Symbolism
Mixed Media

Major Learning Activities:

Students will participate in a class discussion of tolerance, its importance, and when
tolerance is important. Students will share stories of times when they wish someone
had practiced tolerance with them .We will discuss how tolerance is linked to our
identities, how others perceive our identity, and how perceptions can often be
incorrect.
Students will survey their peers to gather perceptions of their own identity. Students
will take their findings and create a choice-based mixed-media self-portrait.
Students will then reflect on their actual identities, family traditions and origins, and
other vital components of their identities. Students will then create a mixed-media
reliquary that contains symbols of how they wish to be perceived by people in their
community.
Culminating the project will be a critique where students share and compare their selfportraits and reliquaries. We will then discuss the importance between perception and
reality when developing opinions of others. We will also discuss how tolerance is
important when building relationships with others because of different identities and
backgrounds.

Chelsea DeLen
ARH6930

Lesson 1: Mixed-Media Self-Portrait: This is what others see!


Estimated Completion Time: 3-4, 40 minute classroom sessions

Overview:
During the first component of this unit students will begin with a discussion of identity and
tolerance. Students will then begin the self-portrait assignment by surveying their peers to
determine how their peers perceive them. Students will use the information they gather to
influence their self-portrait. This work of art will be mixed-media and must contain at least two
different art mediums. When their portrait is complete students will add imagery to their
portrait to help their audience determine what others notice about them. Students will have
access to a variety of materials (see material list) to create a background and add imagery.
By completing this artwork students should be able to understand how their peers perceive
their identity and look forward to explaining who they really are in their next work of art.
Students should also understand the importance of perception when practicing tolerance.
Students should understand that what they perceive about others may not be true and
therefore they should practice tolerance and get to know others before criticizing or making
judgements.

Process:
Work Session 1:
Discuss the relationship between tolerance and identity.
Give overview and show examples of the mixed-media self-portrait.
Have students survey their peers and complete the survey found below.
Discuss the basics of drawing the human figure, including strategies on how to draw
facial features, shoulders, necks, and hair. Have students begin to draw their pencil selfportraits. Then discuss how to add value using shading.

Chelsea DeLen
ARH6930

Work Session 2:
Have students continue their pencil drawn self-portraits.
If students finish, students will begin making a background for their self-portrait. The
project will remain choice based, but must have a color background and contain at least
two materials. So students at this stage have the option of: (a) Drawing items and objects
that represent how people perceive them, (b) Making a watercolor background for collage, (c)
Finding scrapbook paper/paper scraps to fill in a background around their self-portrait, (d) Using
color pencil, crayon, or oil pastel to form a background and/or draw in their symbolic imagery,
(e) Cutting up magazine images and words to make imagery.

Work Session 3-4:

Students will continue and finish their mixed-media self-portraits by finishing


backgrounds and adding symbolic imagery.

Enduring Ideas/Essential Questions:

How do our perceptions of others influence how we feel about them?


Are perceptions always correct?
How do we draw a self-portrait?
How do we use imagery to communicate to our audience?

Lesson Objectives:

Students will be able to discuss and define tolerance.


Students will be able to describe why tolerance is important in our community.
Students will learn how to successfully utilize choice based art.
Students will understand how to communicate visually.
Students will be able to communicate positively with peers.

Tools and Materials:

Drawing Paper
Pencils
Magazines
Scissors

Glue
Oil Pastels
Watercolor/paintbrushes
Color Pencil

Assessment:

At the completion of their self-portrait students will be given a rubric (see below) to
reflect on their in-class and artistic performance.
The instructor will also discuss and compare their student surveys to their portrait
individually to assess for content understanding.
Formative assessment through observation and student checks for understanding will
be conducted throughout the lesson.
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Chelsea DeLen
ARH6930

Peer Survey:
Student Name: ________________ Grade: ______ Teacher: ____________________
Peer Interviewed
Write names in each
box:

What do you notice


about the way I look?
Clothes, hair,
appearance?

What are some


things I like or like to
do?

What are some


things you like about
me?

Peer 1:

Peer 2:

Peer 3:

Peer 4:

Peer 5:

What things do you like about yourself?


______________________________________________________________________________
______________________________________________________________________________
What do you want others to see when they look at you?
______________________________________________________________________________
______________________________________________________________________________
What are some things that you enjoy?
______________________________________________________________________________
______________________________________________________________________________
After you surveyed your peers what types of things do people notice about you?
______________________________________________________________________________
______________________________________________________________________________
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Chelsea DeLen
ARH6930

Rubric:
Student Name: ________________ Grade: ______ Teacher: ____________________
Criteria

Student Score
Teacher Score
(circle one)
(circle one)
I can describe a self-portrait!
Needs Improvement
Needs Improvement
I can describe how I made
Satisfactory
Satisfactory
my work of art!
Exceeds Expectations
Exceeds Expectations
I can define tolerance,
Needs Improvement
Needs Improvement
identity, and perception!
Satisfactory
Satisfactory
Exceeds Expectations
Exceeds Expectations
I used my class time wisely!
Needs Improvement
Needs Improvement
Satisfactory
Satisfactory
Exceeds Expectations
Exceeds Expectations
My project is complete and
Needs Improvement
Needs Improvement
neat!
Satisfactory
Satisfactory
Exceeds Expectations
Exceeds Expectations
Needs Improvement
Needs Improvement
Satisfactory
Satisfactory
Total:
Exceeds Expectations
Exceeds Expectations
Is there anything you would like to share about your project before turning it in?
______________________________________________________________________________
______________________________________________________________________________
Teacher Comments:
______________________________________________________________________________
______________________________________________________________________________

Reference Images:

http://balzerdesigns.typepad.com/.a/6a00d8341c766153ef015432e07901970c-popup
http://www.bing.com/cr?IG=7E85373620ED4DC5A408C6077FA71575&CID=30F6201E3
53365083D5F29FA34026407&rd=1&h=YVN4_1UOnQUENPoh8aO9dyAVvIW2cIcWuarEz
z2_i9E&v=1&r=http://cutitout.co.uk/&p=DevEx,5161.1
http://www.artfromtheinsideout.com/mixed-media-portrait-for-grade-5/

Chelsea DeLen
ARH6930

Lesson 2: Mixed-Media Reliquary: This is what I see!


Estimated Completion Time: 3-4, 40 minute classroom sessions

Overview:
The second component of this unit will have students construct a reliquary to help their peers
understand their true identities. Students will repurpose a milk carton to contain something
precious that symbolizes something about themselves they would like to share. We will begin
by discussing the important observations gathered during the first lesson. Did their peers have
correct perceptions of each individual? What would each student like to share with their peers
that was not mentioned in the surveys? What would students rather their peers know about
them? Students will complete a short worksheet to help them brainstorm different approaches
to making their reliquary.
After the discussion and worksheet, the students will be shown examples of reliquaries, along
with different ways to alter and construct reliquaries using milk cartons. This lesson, like the
former, will be choice based. After students cover their carton with white paint, they will have a
choice of materials with which to decorate their reliquary. Once the reliquaries are complete
students will decide on an object to place in the reliquary and will construct it from provided
materials. The outcome of this lesson is to have students decide if understanding the
backgrounds and identities of their peers makes them more tolerant of opinions and beliefs
different from their own.

Chelsea DeLen
ARH6930

Process:
Work Session 1:
Discuss what students learned about themselves and each other while creating their
self-portraits.
Show examples of reliquaries. Explain that the reliquary holds something precious, and
that the reliquary is an opportunity for them to share something about themselves that
their peers dont know or understand using visual imagery. They should know that this is
a reaction piece to their self-portrait.
Have students complete the brainstorm worksheet.
Discuss how students can cut, alter, and reassemble a milk carton to make their
reliquary. Students will use masking tape and scissors to construct their reliquary
Work Session 2:
Students will complete the construction of their reliquary using masking tape and
scissors.
When their construction is complete students will then paint their reliquary a solid
white. The white paint will function as a base for their mixed media art work.
Work Session 3-4:

Students will begin decorating their reliquary with their choice of materials. Students
may include collage, writing, photographs, or traditional 2-dimensional materials.
When their milk carton is complete students can begin constructing or assembling the
object(s) inside of their reliquary. They may use modeling clay, collage, or found objects.

Enduring Ideas/Essential Questions:

How do our perceptions of others influence how we feel about them?


Why is communication important when practicing tolerance?
What is a reliquary and why is it special?
How do we use imagery to communicate to our audience?

Lesson Objectives:

Students will be able to discuss and define tolerance.


Students will be able to describe how communication is important when practicing
tolerance.
Students will understand the importance of a reliquary.
Students will be able to communicate their identity visually.

Chelsea DeLen
ARH6930

Tools and Materials:

Milk Cartons
Masking Tape
Magazines/Paper Scraps
Scissors

Glue
Oil Pastels/Markers/Color Pencils
Tempera/paintbrushes
Color Pencil

Assessment:

At the completion of their self-portrait students will be asked to present to the class or
to the teacher (based on student preference) what they discovered about practicing
tolerance. Students should be able to define tolerance and discuss student perceptions
and actualities.
Formative assessment through observation and student checks for understanding will
be conducted throughout the lesson.

Peer Survey:
Student Name: ________________ Grade: ______ Teacher: ____________________
1. What are some things that your peers didnt notice or know about you?
________________________________________________________________________
__________________________________________________
2. What are some things youd like your peers to know so that they can understand you
better?
________________________________________________________________________
__________________________________________________
3. How can you use your reliquary to show your peers something new about yourself?
________________________________________________________________________
__________________________________________________
4. Here are some ideas to help you with your reliquary!
What are some of your favorite memories?
What kinds of traditions does your family practice?
Do you have any hobbies your peers dont know about?
Who are some important people in your family/community?
What do you want to be when you grow up?
What is important to you?
My Reliquary will show my community that: _____________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Chelsea DeLen
ARH6930

Rubric:
Student Name: ________________ Grade: ______ Teacher: ____________________
Criteria
I can describe a reliquary,
how I made my reliquary,
and what it represents!
I can describe what I learned
about myself and others
making my self-portrait and
reliquary
I used my class time wisely!

Student Score
(circle one)
Needs Improvement
Satisfactory
Exceeds Expectations
Needs Improvement
Satisfactory
Exceeds Expectations

Teacher Score
(circle one)
Needs Improvement
Satisfactory
Exceeds Expectations
Needs Improvement
Satisfactory
Exceeds Expectations

Needs Improvement
Needs Improvement
Satisfactory
Satisfactory
Exceeds Expectations
Exceeds Expectations
My project is complete and
Needs Improvement
Needs Improvement
neat!
Satisfactory
Satisfactory
Exceeds Expectations
Exceeds Expectations
Needs Improvement
Needs Improvement
Satisfactory
Satisfactory
Total:
Exceeds Expectations
Exceeds Expectations
Is there anything you would like to share about your project before turning it in?
______________________________________________________________________________
______________________________________________________________________________
Teacher Comments:
______________________________________________________________________________
______________________________________________________________________________

References Images:
https://s-media-cache-ak0.pinimg.com/236x/48/da/3e /48da3ec26f728
86eeae63bf517e3507f.jpg
https://artplushistory.files.wordpress.com/2010/05/sound-reliquary.jpg
https://i.ytimg.com/vi/sesoINgpPwM/hqdefault.jpg

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Chelsea DeLen
ARH6930

Lesson 3: Peer Share and Critique


Estimated Completion Time: 1, 40 minute classroom sessions

Overview:
The final component of this unit will consist of student presentations and a peer critique.
Students will share their self-portraits and reliquaries and will discuss whether or not they have
become more tolerant of each other and their differences since beginning the project. We will
also discuss how communicating beliefs and opinions through art helps us understand each
other. We will also share situations and stories where tolerance was or wasnt practiced and
how we will successfully practice tolerance in the future.

Process:
Work Session:
Have students present their self-portraits and reliquaries in front of the class.
o Presenting students will:
Describe their self-portrait and the comments that influenced how they
chose to represent themselves.
Describe their reliquary, decorations, and special object and explain their
meaning.
o Peer Audience will:
Show respect while their peers are presenting
Ask appropriate questions
Share how they relate to their peers stories and experiences.
Compare/contrast how their perception of their peers changed because
of their art project.
o The class will:
Discuss tolerance and how understanding, communicating, and sharing
experiences helps develop a tolerant community.
Discuss how students can practice tolerance in their community.

Enduring Ideas/Essential Questions:

How do our perceptions of others influence how we feel about them?


Why are perceptions important to tolerance?
Why is tolerance important in our community?
How can we communicate to promote tolerance?

Assessment:

Students will be assessed on their participation and responses during the critique.
Students should demonstrate knowledge of communication, perception, identity, and
tolerance.
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