Curriculum Unit:

Migration

Unit Rationale:
Everybody’s families and ancestors have migrated from somewhere. Migration is
unique to each and every person in the world. Some people have migrated
because of the economy, culture, and politics - whether it be voluntary or
involuntary. Students will explore where they came from as they look into the
migration of their own families. Inspired by the Great Migration, artists Jacob
Lawrence and Romare Dearden create art in different mediums that show the
theme of migration.

Grade Level:
6th Grade

Lessons and Time Frame:

Lesson 1: Historical and Cultural Context 1 - 90 minute
class period
Lesson 2: Artistic Perception 1 - 90 minute
class period
Lesson 3: Creative Expression - Skill Building 1 - 90 minute
class period
Lesson 4: Creative Expression - Artwork 4 - 90 minute
class period
Lesson 5: Aesthetic Valuing 2 - 90 minute
class period

Focus Artworks:
Jacob Lawrence (1917-2000), The Migration Series, Panel No. 1, 19410 Casein
tempera on hardboard.

Circe’s Domain, Romare Bearden, collage of various papers with foil, paint, and
graphite on fiberboard (1977)

Materials and Resources:

Art Materials and Tools
- Circles
- Glue sticks
- Poster paper
- Blue Acrylic
- Yellow Acrylic
- Red Acrylic
- Markers
- Paint Brushes
- Water
- Cups
- Paint Palette

Instructional Resources
- Pinterest
- Slideshow: Migration
- Introductory Video:
https://www.youtube.com/watch?v=Woh63FlFDBk&t=136s
- Student iPads
- Worksheet: Migration
 - Computer
- Smart Board
- Lecture

Vocabulary
Migration: movement of people to a new area or country in order to find work or
better living
The Great Migration: movement where approximately 6 million African Americans
left the South and headed to Northern, Western, and Midwestern states to run
away from racism and look for jobs
Dynamic Cubism: a style that used bold colors, interlocking geometric forms,
controlled outlines, angular planes, and titled viewpoints
Collage: to stick together - assembling different forms
Connotation: an idea of feeling that a word invokes in addition to its literal or
primary meaning
Primary Colors: are basic colors that can be mixed together to produce other
colors - they cannot be made (red, yellow, blue)
Secondary Colors: a color resulting from mixing two primary colors (orange,
purple, green)
Tertiary Colors: the combination of primary and secondary colors (ex: yellow
green, yellow orange)
Juxtapose: placing two or more thing side by side
Mixed Media: one that combines different painting and drawing materials and
methods, rather than only one medium
Thumbnails: small, preliminary sketches
Oral Presentation: public speaking to an audience
Art Critique: oral or written strategy used to interpret, analyze, and describe
works of art

California Visual Art Standards

1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through
the Language and Skills Unique to the Visual Arts
Students perceive and respond to works of art, objects in nature, events, and the
environment. They also use the vocabulary of the visual arts to express their
observations.
Develop Perceptual Skills and Visual Arts Vocabulary
1.1 Identify and describe all the elements of art found in selected works of art
(e.g., color, shape/form, line, texture, space, value).
1.2 Discuss works of art as to theme, genre, style, idea, and differences in
media.
1.3 Describe how artists can show the same theme by using different media
and styles.
Analyze Art Elements and Principles of Design
1.3 Describe how balance is effectively used in a work of art (e.g.,
symmetrical, asymmetrical, radial).

2.0 CREATIVE EXPRESSION

Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety of media to
communicate meaning and intent in original works of art.
Skills, Processes, Materials, and Tools
2.1 Use various observational drawing skills to depict a variety of subject
matter.
2.2 Apply the rules of two-point perspective in creating a thematic work of art.
2.3 Create a drawing, using varying tints, shades, and intensities.
Communication and Expression Through Original Works of Art
2.4 Create increasingly complex original works of art reflecting personal
choices and increased technical skill.
2.5 Select specific media and processes to express moods, feelings, themes,
or ideas.
2.6 Use technology to create original works of art.

3.0 HISTORICAL AND CULTURAL CONTEXT

Understanding the Historical Contributions and Cultural Dimensions of the
Visual Arts
Students analyze the role and development of the visual arts in past and present
cultures throughout the world, noting human diversity as it relates to the visual
arts and artists.
Role and Development of the Visual Arts
3.1 Research and discuss the role of the visual arts in selected periods of
history, using a variety of resources (both print and electronic).
3.2 View selected works of art from a culture and describe how they have
changed or not changed in theme and content over a period of time.
Diversity of the Visual Arts
3.3 Compare, in oral or written form, representative images or designs from at
least two selected cultures.

4.0 AESTHETIC VALUING

Responding to, Analyzing, and Making Judgments About Works in the
Visual Arts
Students analyze, assess, and derive meaning from works of art, including their
own, according to the elements of art, the principles of design, and aesthetic
qualities.
Derive Meaning
4.1 Construct and describe plausible interpretations of what they perceive in
works of art.
4.2 Identify and describe ways in which their culture is being reflected in
current works of art.
Make Informed Judgments
4.3 Develop specific criteria as individuals or in groups to assess and critique
works of art. 4.4 Change, edit, or revise their works of art after a critique,
articulating reasons for their changes

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS

Connecting and Applying What Is Learned in the Visual Arts to Other Art
Forms and Subject Areas and to Careers
Students apply what they learn in the visual arts across subject areas. They
develop competencies and creative skills in problem solving, communication, and
management of time and resources that contribute to lifelong learning and career
skills. They also learn about careers in and related to the visual arts.
Connections and Applications
5.1 Research how art was used in theatrical productions in the past and in the
present.
5.2 Research how traditional characters (such as the trickster) found in a
variety of cultures past and present are represented in illustrations.
5.3 Create artwork containing visual metaphors that express the traditions and
myths of selected cultures.
Visual Literacy
5.4 Describe tactics employed in advertising to sway the viewer’s thinking and
provide examples.
Careers and Career-Related Skills
5.5 Establish criteria to use in selecting works of art for a specific type of art
exhibition.
Lesson Title:
Historical and Cultural Context

Curriculum Unit:
Migration

Lesson Goal and Description:

Students will be introduced to the theme Migration. The Instructor will talk about
how everyone and their families have migrated from somewhere. The Instructor
will then talk about the Great Migration and will briefly introduce the focus artists:
Jacob Lawrence and Romare Bearden. Instructor will point out how they are both
influenced by the Great Migration and their different styles. Teacher will show the
educational video, go over the slideshow, and complete 3 pinterest boards. There
will be 5 pins of Jacob Lawrence’s work, 5 pins of Bearden’s work, and 5 pins of
art influenced by the Great Migration. Students will then share their boards with
their classmates. The Instructor will then hand out the work sheet for homework.
Students will then go home and ask their families their family story of migration
and how they got where they are today.

Grade Level:
6th Grade

Time Frame:
90 minute class

Focus Artworks:

Jacob Lawrence (1917-2000), The Migration Series, Panel No. 1, 19410 Casein
tempera on hardboard.
Circe’s Domain, Romare Bearden, collage of various papers with foil, paint, and
graphite on fiberboard (1977)

Objective/Student Learning Outcomes:

Students will be able to:
- Learn about how migration is evident in their lives
- Realize everyone in their family has migrated
- Better understand the Great Migration
- Identify the works of Jacob Lawrence and Romare Bearden

Instructional Resources:
- Pinterest
- Slide Show: Migration
- Introductory Video:
The Great Migration: Crash Course Black American History #24
- Student iPads
- Worksheet: Migration
- Computer
- Smart Board

Procedures:
DAY 1
Anticipatory Set
- Teacher asks students if they have ever moved
- Teacher will then ask students if their families have moved
 - Teacher introduces the theme migration
Direct Instruction
- Teacher will go over the game plan for the class (Migration, the Great
Migration, Lawrence and Bearden, the powerpoint, pinning on Pinterest
boards, and the worksheet)
- Teacher talks about how everyone moves to get to where they are now
- Teacher talks about the Great Migration
- Teacher plays the youtube video
- Teacher goes over the powerpoint
- Teacher instructs students to pin 5 pins of Jacob Lawrence’s work, 5 pins
of Bearden’s work, and 5 pins of art influenced by the Great Migration
- Teacher asks students to share their boards with their classmates
- Teacher passes out worksheets at the end of class
- Teacher asks students to go home and ask their families about where they
have come from and asks students to bring it back the following class
Guided Practice
- Students complete 3 Pinterest Boards
Independent Practice
- Students will bring their work sheets to finish at home and ask their
relatives for help

DAY 2 (10 minutes)

Direct Instruction
- Students share their worksheet answers with their classmate
Closure
- Teacher summarized the importance of Migration to our identity now.

Accommodations and/or Modifications:

English Language Learner: The video will contain subtitles. The teacher will also
pair this student with another student that will be able to help assist the English
Language learner.
Students With Special Needs: The teacher will help assist students with special
needs by assisting them and spending more time with them. Teachers may also
place special needs students near gifted students.
Multiple Intelligences:
Interpersonal - address through class discussion
Vocabulary:
Migration: movement of people to a new area or country in order to find work or
better living
The Great Migration: movement where approximately 6 million African Americans
left the South and headed to Northern, Western, and Midwestern states to run
away from racism and look for jobs
Dynamic Cubism: a style that used bold colors, interlocking geometric forms,
controlled outlines, angular planes, and titled viewpoints
Collage: to stick together - assembling different forms

Criteria for Assessment:

Did Students:
● Understand what migration is
● Understand what the Great Migration is
● Understand collage
● Understand dynamic cubism
● Participate in discussion

Method for Assessment:

Teacher checks for comprehension throughout the Powerpoint Presentation.
Teacher goes around when students are on Pinterest and talks to the students
about certain pieces they have pinned. Teacher takes part in the discussion.

California Visual Standards:

Historical and Cultural Context
3.1 Research and discuss the role of the visual arts in selected periods of
history, using a variety of resources (both print and electronic).

Slideshow:
See Powerpoint Presentation Attached Below
Name: _____________________ Date:_________

Worksheet: Migration
What is migration?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Why were people taking part in the Great Migration?

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

3 facts about Jacob Lawrence.

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

3 facts about Romare Bearden.

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Have you ever moved to a different state, city, or country? If so,

where? How did you feel when moving? If not, where would you want
to move and why? How do you think this move would make you feel?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Where has your family migrated from? What were their experiences?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Lesson Title:
Artistic Perception

Curriculum Unit:
Migration

Lesson Goal and Description:

The Instructor will introduce how different shapes and colors affect the mood of
an artist’s work. Students will break up into different groups and look at different
paintings and collages done by focus artists, Jacob Lawrence and Romare
Bearden. Students will be asked to analyze the paintings and talk about what is
in front of them. They will then be asked to share how the painting makes them
feel, the mood, the colors, the shapes and the composition to their classmates.
Each group will share their main points to the class. Students will then complete
a worksheet.

Grade Level:
6th Grade

Time Frame:
90 minute class

Focus Artwork:

Jacob Lawrence (1917-2000), The Migration Series, Panel No. 1, 19410 Casein
tempera on hardboard.
Circe’s Domain, Romare Bearden, collage of various papers with foil, paint, and
graphite on fiberboard (1977)

Objectives/Student Learning Outcomes

Students will be able to:
- Understand that color has connotation
- Understand how shapes can convey emotion and affect the overall mood
- Listen and discuss the artworks of Jacob Lawrence and Romare Bearden

Instructional Resources:
- Student iPads
- Lecture
- Worksheet
- Color Meaning Chart
- Computer
- Smart Board

Procedures:
DAY 1
Anticipatory Set
- Instructor will introduce how color has connotation
- Instructor will introduce how different shapes affect the mood of an artist’s
artwork
- -Instructor informs the class that they will have a lecture, get a color chart,
talk in groups, share their ideas, and complete a worksheet
Direct Instruction
- Instructor will pass out the color chart
- Instructor will ask the groups to discuss:
 - How does Jacob Lawrence and Romare Bearden’s work make them
feel?
- What do you notice about the shapes?
- What do you notice about the colors?
- What do you think the story behind it is?
- How do the paintings make you feel?
- What is the overall mood?
- Groups will participate in class discussion and share their thoughts
Guided Practice
- Students will participate in group discussions
Independent Practice
- Students complete worksheet
- Students bring the worksheet home if not completed in class
- Students write down an ideas how they can tie shapes and colors into their
migration project

Day 2 (10 minutes)

Direct Instruction
- Students share their worksheets with their group
Closure
- Teacher summarizes the importance of color and shapes
- Teacher reminds students to think about how migration has affected them
in their own lives, and what shapes and colors correlate to their own
migration story.

Accommodations and/or Modifications:

English Language Learner: place students who do not speak native language
with students who can speak that native language to help assist the student
Students With Special Needs: the teacher will help assist students with special
needs by assisting them and spending more time with them. Teachers may also
place special needs students near gifted students.

Multiple Intelligences:
Interpersonal: addressed through presentation

Vocabulary:
Connotation: an idea of feeling that a word invokes in addition to its literal or
primary meaning

Criteria for Assessment:

Did Students:
- Understand that colors have connotation
- Understand that shapes can affect the overall mood of a piece
- Complete the worksheets
Method for Assessment:
- The Instructor checks if the students understand by asking them what
colors and shapes make them feel happy, sad, angry, and confused.
- Worksheet will be evaluated based on completion and understanding
- Students will go around and look at everyone’s worksheets

California Visual Standards:

Artistic Perception
1.3 Describe how artists can show the same theme by using different media
and styles.
Please place insert shapes and colors that fit the category.

HAPPY SAD ANGRY

STRESSED ENERGETIC CALM

Lesson Title:
Creative Expression - Skill Building

Curriculum Unit:
Migration

Lesson Goal and Description:

In order to prepare for the Migration mixed media painting,students will need to
learn how to mix colors and create a color wheel using only the primary colors.
Students will label the primary colors, secondary colors, and color in the color
wheel.

Grade Level:
6th Grade

Time Frame:
90 minute class

Focus Artwork:

Jacob Lawrence (1917-2000), The Migration Series, Panel No. 1, 19410 Casein
tempera on hardboard.
Circe’s Domain, Romare Bearden, collage of various papers with foil, paint, and
graphite on fiberboard (1977)

Objectives/Student Learning Outcomes

Students will be able to:
- Identify Primary Colors
- Identify and create Secondary Colors
- Make a 12 colored color wheel

Art Materials and Tools:

- squares
- Glue sticks
- Poster paper
- Blue Acrylic
- Yellow Acrylic
- Red Acrylic
- Markers
- Paint Brushes
- Water
- Cups
- Paint Palette

Procedures:
DAY 1
Anticipatory Set
- Instructor introduces what primary colors are
- Instructor introduces what secondary colors are
- Instructor introduces what tertiary colors are
 - Instructor explains how we need to know how to mix colors and paint when
creating our mixed media migration painting

Direct Instruction
- Instructor shows the class the color wheel sample
- The instructor uses the projector to show how to mix the secondary colors
- The instructor will demo part of the color wheel (ex: yellow, yellow orange,
orange, red orange, red)
- During the demonstration, the teacher asks students to elaborate what the
instructor
- After the demonstration, the instructor asks the students the instructs in
order to check their understanding of the assignment
Guided Practice
- Students begin working on their color wheel. Teacher walks around to
answer any questions, comments, or concerns students may have
Independent Practice
- Students must finish the painting portion in class. If they do not finish
gluing and labeling the color wheel, they may bring it home and finish it for
homework.

DAY 2 (10 minutes)

Closure
- Teacher asks students what the primary and secondary colors are
- Students will place the color wheel on their desk and everyone will walk
around to look at the different colors.

Accommodations and/or Modifications:

English Language Learner: place students who do not speak native language
with students who can speak that native language to help assist the student
Students With Special Needs: the teacher will help assist students with special
needs by assisting them and spending more time with them. Teachers may also
place special needs students near gifted students.
Students With Disabilities: the teacher can have pre cut shapes for students
Vocabulary:
Primary Colors: are basic colors that can be mixed together to produce other
colors - they cannot be made (red, yellow, blue)
Secondary Colors: a color resulting from mixing two primary colors (orange,
purple, green)
Tertiary Colors: the combination of primary and secondary colors (ex: yellow
green, yellow orange)
Criteria for Assessment:
Did Students:
- Identify Primary colors
- Mix secondary colors
- Mix tertiary colors
Method for Assessment:
Instructor will evaluate the student’s understanding of primary, secondary, and
tertiary colors. Instructor will walk around to make sure students are on the right
track and will answer any questions, comments, or concerns as needed. The
exercise will be evaluated based on completion, understanding, and outcome of
the assignment
California Visual Standards:
Creative Expression
2.5 Select specific media and processes to express moods, feelings, themes,
or ideas.
Lesson Title:
Creative Expression - Art Making

Curriculum Unit:
Migration

Lesson Goal and Description:

Students will create a mixed media painting defining their migration story. For
instance, if a student has moved, they can create a mixed media painting
showing where they are going, where they have come from, how it felt when they
moved, atc.

Grade Level:
6th Grade

Time Frame:
4 90 minute class

Focus Artwork:

Jacob Lawrence (1917-2000), The Migration Series, Panel No. 1, 19410 Casein
tempera on hardboard.
Circe’s Domain, Romare Bearden, collage of various papers with foil, paint, and
graphite on fiberboard (1977)

Objectives/Student Learning Outcomes

Students will be able to:
- Define their cultural identity from creating their migration story
- Learn how to use thumbnails
- Use mixed media to create their art work
- Collage to juxtapose things together
- Mix colors to add to their painting

Art Materials and Tools:

- Acrylic paint
- Sketchbook
- Pencils
- Erasers
- Magazines
- Glue
- Hot glue gun
- Hot glue gun sticks
- Fabric
- Scissors

Instructional Resources:
- Migration painting student examples

Procedures:
DAY 1
Anticipatory Set
- Instructor asks students to take out their migration worksheet
- Instructor asks to discuss in groups where they or their family has come
from
Direct Instruction
- Instructor has students take out their migration worksheet
- Instructor discusses how everyone’s story is unique and different. We all
come from different places, have different experiences, and adapt to
different cultures
- Instructor talks about how we are going to show this through creating a
mixed media painting
- Instructor goes over what they can use for their mixed media painting
(acrylic paint, photos, newspapers, magazines, etc.)
- Instructor shows student examples and goes over the meaning and story
behind each example
- Instructor tells students to brainstorm, complete 5 thumbnails, and execute
by artmaking
Guided Practice
- Students begin to brainstorm
- Students talk to their peers and use the internet, photos, pinterest, ect for
inspiration
- Instructor walks around the room to answer any questions, comments, or
concerns to ensure students are on the right track
Independent Practice
- Students come up with ideas
- Students complete 5 thumbnails in their sketchbook

DAY 2
Anticipatory Set
- Students share their ideas and thumbnails with each other

Direct Instruction
- Instructor informs students that it is okay that students may work at
different paces
- Instructor asks students to share their favorite thumbnail with the teacher
for the painting
- Instructor show student where the fabric and magazines are
 - Instructor goes over safety precautions on using the hot glue gun
- Instructor passes out canvas to the students who are ready to proceed -
students should get started today but can use time wisely to modify
thumbnails
Guided Practice
- Students alter their thumbnails if needed
- Students begin their sketch for their mixed media painting
- Instructor walks around room to answer any questions , comments, or
concerns students may have to ensure students are on the right track

DAY 3-4
Guided Practice
- Students continue to work on their mixed media piece
- Instructor walks around the rooms to answer any questions, comments, or
concerns students have to ensure they are on the right track

Day 5
Guided Practice
- Students finish up on their mixed media painting
- Instructor walks around the room to add extra feedback on how they can
finalize their piece
Closure
- Students assess their artwork by marking the criteria they met on the rubric

Accommodations and/or Modifications:

English Language Learner: pair a student who knows their native language when
doing discussions and brainstorming.
Students With Special Needs: the teacher will help assist students with special
needs by assisting them and spending more time with them. Teachers may also
place special needs students near gifted students.
Students With Disabilities: the teacher will help assist students with disabilities.
Multiple Intelligences:
Interpersonal: takes place when brainstorming with other classmates
Intrapersonal: addressed when students reflect and create their migration story
Vocabulary:
Juxtapose: placing two or more thing side by side
Mixed Media: one that combines different painting and drawing materials and
methods, rather than only one medium
Thumbnails: small, preliminary sketches
Criteria for Assessment:
Did Students:
- Use mixed media
- Mix colors
- Show their migration story
Method for Assessment:
During studio time, the teacher will monitor the student’s progress. Are students
being productive? Art students working efficiently? Students will earn
participation points for getting approved from the teacher and participating in
group discussions. The artwork will be evaluated through the rubric.
California Visual Standards:
Creative Expression
2.5 Select specific media and processes to express moods, feelings, themes,
or ideas.
Artmaking
Lesson Title:
Aesthetic Valuing

Curriculum Unit:
Migration

Lesson Goal and Description:

All student migration paintings will be put up in the hall. Students will take turns
presenting their paintings to the class. Students will look at, analyze, respond,
and make judgements about the art work.

Grade Level:
6th Grade

Time Frame:
2 90 minute class

Focus Artwork:

Jacob Lawrence (1917-2000), The Migration Series, Panel No. 1, 19410 Casein
tempera on hardboard.
Circe’s Domain, Romare Bearden, collage of various papers with foil, paint, and
graphite on fiberboard (1977)

Objectives/Student Learning Outcomes

Students will be able to:
- Look at, analyze, respond, and make judgements about art
- Present an oral critique of their artwork

Instructional Resources:
- Art criticism worksheet
- Critique rubric

Procedures:
DAY 1
Anticipatory Set
- Instructor reassures that all students did well on their migration painting
- Instructor reminds the class that there is no right and wrong answer and to
not be scared to present
- Instructor reminds students that presenting their art is a learning
experience
Guided Practice
- Students give their oral presentation to the class
Closure
- Instructor and students talk about how their critiques went
- Instructor tells students how this is a learning experience
- Instructor reassures and tells all the students that they did a great job
Accommodations and/or Modifications:
Students with speaking anxiety: students who have speaking anxiety may
receive extra time to present and may receive extra time to prepare if they
communicate with the instructor first
Multiple Intelligences:
Verbal/Linguistic: addressed through oral presentations
Vocabulary:
Oral Presentation: public speaking to an audience
Art Critique: oral or written strategy used to interpret, analyze, and describe
works of art
Criteria for Assessment:
Did Students:
- Give an oral presentation
- Write the critique out
- Look at, analyze, respond to, and make judgements
Method for Assessment:
- Instructor makes sure they look at, analyze, respond, and make judgments
about their art
- Instructor makes sure students are respectful during presentations
- Oral presentations will be evaluated by the rubric
California Visual Standards:
Aesthetic Valuing
5.1 Research how art was used in theatrical productions in the past and in the
present.
Art Criticism

How does my mixed media painting enhance my

migration story?
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________

What did I learn when making my migration painting?

______________________________________________
______________________________________________
______________________________________________
______________________________________________

What was the most difficult part? Why?

______________________________________________
______________________________________________
______________________________________________
______________________________________________

What is something I could have improved on?

______________________________________________
______________________________________________
______________________________________________
______________________________________________

What is a strength about this piece of work?

______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________