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An Ethos of Creativity
Chris McClendon
2015
C.McClendon 2015
Unit Description
I.
Rationale
Culture is defined as the arts and other expressions of human intellectual achievement regarded
collectively. Culture develops when a people in a particular place or location reach an advanced stage
of social development and organization. This advanced stage, which comes about through creativity
and ingenuity, may manifest itself into innovative developments in the areas of the arts, language,
technology and sociological growth that benefit the people. As history has taught us, it is at this point
when civilizations have been created and/or allowed to evolve.
Purpose
This unit gives students an opportunity to examine the concepts of culture and civilization as they
relate to Ancient Egypt and their creativity and their artistic expression. Exploration of this ancient
civilization is necessary for students to understand the massive influence and impact ancient
civilizations had on each other as well as the influence they have on our world today. The
multidisciplinary connections of art, language arts, sociology, and technology will be examined with an
emphasis on using ancient Egyptian culture to better understand our own culture and the potential for
future creative and innovative endeavors.
Activities designed for this unit will foster both creative and critical thinking for the gifted student.
Students will discover and explore art (i.e., architecture, creative expression), language arts,
sociology, and technology (i.e., invention) as representations of culture and creativity. Teamwork,
higher order thinking skills, productive thinking skills and professional practices are examples of how
students will explore this ancient culture and connections to todays society. Students will become
historical researchers, forecasters, artists, architects, designers, builders, presenters, and writers.
Target Audience
The target audience for this unit is fourth and fifth grade students who are in the Gifted and Talented
Resource classes. This unit can be adapted and modified to serve upper grade level students as
well.
Appropriateness for the Gifted Learner
Gifted students require more meaningful experiences in order for individual learning to be successful.
A curriculum must be developed that provides the gifted student opportunities to dig deeper and
solve real- life problems. Studying the culture and contributions of ancient civilizations and their
connections to current culture supports the depth and complexity of creative and critical thinking skills
and encourages their higher order thinking.
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II.
Concept Map/Web
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Representative Topic
Ancient Egypt: An Ethos of Creativity
Conceptual Lens
Culture
Discuss ways in which the subject matter of other disciplines is connected with the visual arts.
(CS#6)
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well
as in words to develop a coherent understanding of a topic or issue.(CS#17)
Gather relevant information from multiple print and digital sources; assess the credibility of each
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism
and providing basic bibliographic information for sources. (CS#28
Write routinely over extended time frames, including time for research, reflection, and revision,
and shorter time frames such as a single sitting or a day or two for a range of discipline-specific
tasks, purposes, and audiences (CS#30)
Social studies/Sociology
Describe how values and norms influence individual behavior. Comparing ways in which cultures
differ, change, and resist change, including countercultures, subcultures, and ethnocentric
beliefs. Comparing the use of various symbols within and across societies. Examples: objects,
gestures, sounds, images.
Technology
Use basic features of word processing, spreadsheets, databases, and presentation software.
Examples: word processingreports, letters, brochures; spreadsheetsdiscovering patterns,
tracking spending, creating budgets; databasescontact list of addresses and telephone
numbers; and presentation softwareslideshow
Evaluating electronic resources for reliability based on publication date, bias, accuracy, and
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source credibility
Use technology tools to organize, interpret, and display data. Examples: spreadsheets,
databases, electronic graphing tools (CS#5)
Disciplines/Fields of Study and/or Practicing Professionals
Art
Social Studies
English Language Arts
Technology
Art Historian
Writer
Archeologist
Architect
Concepts
Skills/Process
Facts
Innovation
Civilization
Systems
Creativity
Beliefs
Values
Customs
Essential Understandings/Generalizations
Students will understand
1.
2.
3.
4.
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3. How does creativity and artistic expression identify, reflect and shape a civilization?
4. How beliefs, values and customs are entrenched and rooted in a culture of a civilization?
5. How beliefs, values and creative thought may change and/or benefit a civilizations culture?
Guiding Questions:
1.
2.
3.
4.
5.
6.
(C) = Concept
(F) = Fact
(P) = Perception
Culminating Performance Task: Students will choose from one of four activities below.
1. You are an archeologist or art historian. You will create a new civilization. Based on your
research about ancient civilizations, design a new civilization with emphasis on the creative
expression of individuals who lived there. Create a written narrative with illustrations describing
your new civilizations culture and how individuals express themselves creatively. You may limit
your focus to one of the following systems of culture: government, education, economy, or
religion.
2. You are an advertiser/archeologist. You will act as an ancient travel guide representing Egypts
travel board. Speak as a historian, design and create a travel brochure highlighting key points
of creative interest. Areas of creative interest and expression include architecture, art work,
and cultural events that would entice individuals to visit. Present to the class in a persuasive
performance.
3. Create a commercial for T.V., website or printed resource selling a trip back in time so the
vacationer will experience life of a family living in ancient Egypt. The experience will focus on
understanding the beliefs, values, and customs which are rooted in the culture of families.
Include various aspects of art, culture and daily life in which the families live. You are
encouraged to use props and costumes. You will present in performance format to the class.
4. Create and design a product or an invention you think every Ancient Egyptian would have
been envious of. Design an advertising campaign to market and sell this product. Dont forget,
the time period is 3,000 years ago, be historically accurate, detailed and creative.
Instructional Activities
Pre Assessment
1. TSW be asked to create a list of all themes, objects and places. Create diagrams and knowledge block
Ancient Egypt: An Ethos of Creativity
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charts.
2. TSW be asked to plan, design and illustrate ideas visually and written format in sketchbook journals.
Post Assessment
1. TSW will complete daily exit tickets.
2. TSW complete a visual inventory test by identifying various visual landmarks and artifacts.
3. TSW describe subject matter, analyze style, interpret meaning and form a judgement of various
selected works of art.
4. TSW present various topic presentations and dramatics to class.
Lesson Activities
Understanding the background of Egyptian culture:
1. Lead the group in guided reading from a book related to Egyptian history, art, culture, and
origins of the civilization.
2. With the students, locate Egypt on the map. Invite students to find Egypt using Google Earth
site. [See www.earth.google.com]
3. With the students, view examples of Ancient Egyptian architecture, art and artifacts, and
culture. Use printed and electronic projected materials, maps, slides and other visual
examples.
4. View videos about Ancient Egypt, its art and technological advances.
Relate Egyptian culture to the students own experience:
1. Ask the students to brainstorm and journal about their activities and routines within a day.
2. Explore the manners in which all cultures have used the visual arts as a powerful form of
persuasion.
3. Students will analyze monuments and structures that have become visual symbols in their own
culture.
4. Students will examine visual symbols and meanings found in their own lives.
5. Explore the mystery and evidence of how the Egyptians may have invented unique machines
and devices. Write your evidence in an electronic presentation and present to the class your
findings and theory.
6. Become a historian; and write a detailed daily life narrative from the perspective of an Ancient
Egyptian boy or girl.
Extension Activities & Centers
Special Interests Activities & Centers: Students will be briefed on expectations about what to do when
they have completed tasks and have idle time. Students will be encouraged to complete one or
multiples of the following:
1. Students may choose to research a ritual or cultural practice using KidRex search engine and
journal about their findings. Students will be encouraged to share their findings with the class.
Students may choose to read, write or draw in their journals about a choice topic. [social
studies]
2. Students may also select to complete a teacher provided brainteaser activity/worksheet or pair
with a student to play a brainteaser quest game. Brainteasers will focus on the disciplines: art,
social studies, language arts, and technology.
3. Students will explore technology through experimentation with basic pulleys, levers, inclines
and other basic machines and theorize the movement of objects. Students will journal their
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2. National Geographic Kids Everything Ancient Egypt: Dig Into a Treasure Trove of Facts, Photos, and
Fun
3. You Wouldn't Want to Be a Pyramid Builder!: A Hazardous Job You'd Rather Not Have
4. http://www.mummysmessage.com/
5. Building the Great Pyramid BBC Video
6. Mr. Peabody and Sherman. 2014
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1.
2.
3.
4.
5.
6.
7.
8.
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Lesson 2: Exploring the Culture of Ancient Egypt through the Eyes of a Child.
Guiding Question(s): How can creative and artistic expression identify and shape a civilization?
What is a civilization? Various examples of a cultures essence can be found it objects and practices
in the everyday daily lives of its people. As you discovered in Lesson I, you have daily routines where
you perform rituals such as brushing your teeth, dressing yourself and preparing food for the day as
you leave for school. You travel to school and live out your day moving in and out of one ritualistic
activity to another. These daily rituals could be translated into customs by an archeologist. How might
your daily rituals look if it were of a person your age, but 3,000 years ago in Ancient Egypt?
1. Students will view a video about Ancient Egyptian life and culture from the kid safe website Neok12.com
titled History of Egypt part 1 and 2. (Type I)
2. As a large group, students will create a brain dump in journal format of things we know and have
discovered about Ancient Egypt including various aspects from its history that shaped its culture. Now
using your journal information from lesson I, compare and contrast your daily rituals to those rituals you
think an Ancient Egyptian your age may have encountered. (Type II)
3. Students will assume the life of an Ancient Egyptian boy or girl their own age and write a
historical re-tell of this boy or girls life in a one day scenario. This daily life scenario will be
creatively written as a narrative including descriptively explained historical detail and facts. The
story the students create will be typed in an electronic format using Google slides, pages or
Microsoft Word and should include visual information in the form of historical photographs reenactments or student created illustrations that will be scanned and inserted into the electronic
story document. The student stories and or slide presentations will be electronically shared with
me via email, Google docs. or teacher/student share files. Writer/Historian (Type III)
4. When completed, the students will present their stories to the class. This may take place in the
next class meeting.
Exploring the use of visual art as a powerful tool and communicator of power. (Guiding
Questions): Beliefs, values, and customs are rooted in the culture of a civilization. How may the
artists choice of placement and size proportions help to make the Pharaoh appear the center of the
viewers attention, appear larger and more powerful? What can we inference about the Egyptian idea
of man verses woman when observing how women are placed in murals and positioned in sculptural
sets? How does the Egyptian manner of drawing the human figure allow for much more detail and
identification than expected from more modern drawing styles? Can Artistic Expression be used to
spread Propaganda?
1. We will look at visual examples of Egyptian painting and sculpture.
2. Guest speaker, Toby Richards an education specialist from The Birmingham Museum of Art will
speak to the students about ways artistic expression has been used by many cultures through
time to associate power to their leaders. (Type I)
3. Students will discuss how the visual process of design was used to make a Pharaoh appear more
powerful than any other human pictured in a mural with him such as size and posture.
4. Students will brainstorm about events that have taken place in their lives such as an award they
received or a time they were lead in a play, performed a solo or made a field goal. They will be
asked to retell that moment in illustration using design techniques making themselves appear
heroic and powerful. Artist/Designer/Art Historian(Type II)
Lesson 4: Trial and error: Developing new systems and process for building structures.
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(Guided Questions): How and why may humans develop new systems that lead to creative
innovations. The Ancient Egyptians developed simple machine technologies that allowed them
means of transporting and stacking heavy large stones. What simple machine technologies did they
invent and how did they use them? The Ancient Egyptians developed mathematical formulas for
calculating precise angles to assist them in cutting perfect cubed stones and placing them atop each
other in a manner so they provided support for the pyramid structure avoiding collapse from the
extreme weight. What systems did the Egyptians develop that allowed them to figures angles and
proportions that enabled them to construct enduring structures such as the pyramids? What was the
purpose of these large structures?
1. Students will view example of the first pyramidal structures, observe their construction and
engineering processes, discuss their fail or succeed. (Type I)
2. Students will view the video Pyramid produced by BBC. (Type I)
3. TTW inform the students that they will be assigned teams of 3 and will have to design a structure
on paper (written and illustrated) using only assigned limited materials, newspaper, paper clips,
colored papers, glue, scissors, tag board scraps and tape. (Type II)
4. Students will be divided in teams with their engineering/construction design task and use the
productive thinking technique SCAMPER to complete their design.
5. Students will design a structure using scale drawing practices, inch equals 1.
6. After the plans are made for the structure, TSW use the materials given build a structure that will
house themselves and their team members. (Type III)
7. Students will notice during this team exercise that teamwork, productive thinking, listening to each
others ideas, use of limited tools and materials, accepting failure and trying again is exactly the
key to discovering the process the Ancients went through until they developed the right
recipe/system for assembling the perfect pyramid structure. Students will create sturdy load
bearing beams by rolling the newspaper and taping together securely. The beams will be
connected to other beams with tape. The beam structure will be covered with flat pieces of the
newspaper to make a structure.
Lesson 5: Art as a Tool for Control. Guided Question(s): Creative Expression is found in all
cultures. Creative Artistic Expressions may become symbols that shape Civilizations/Nations. How
may humans attach meaning to objects that visually communicate a thought, mood, feeling or
emotion? Human creative expressions are important parts of all civilizations culture, how may the
creative artistic expression be utilized as symbolic and meaningful by people? How do artistic
expressions become visual symbols that shape and create identity for people within a society? How is
creative and or artistic expression a part of the culture and civilization of your city or country? How
may creative and or artistic expressions be a part of the culture and civilization of your city or
country? The U.S Capitol Dome and the Washington Monument have become enduring symbols of
American Power and Freedom. Can you make other comparisons in world cultural architecture or
other forms of human creative expression where artistic symbolism is used? Ancient Egyptians
constructed monumental pyramidal structures to symbolize power and importance of their kings.
1. Pre-assessment- students will list in their journal examples human created artistic expressions in our
world, country, state or local community that may be used as meaningful symbols representing a
message, thought. Feeling or idea people may associate with their own identity. (Type II)
2. Students will create a symbol using materials that could be seen as a power symbol a culture of people
could identify with and unify around. (Type III)
3. Visual diagram: compare and contrast symbolism in two pieces of artistic expression from anywhere in the
world. (Type III)
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Patriotis
m
Heritag
e
Power
The Washington
Monument
4. Students will use materials provided to create a meaningful visual symbol for a made up civilization.
Lesson 7: Plants and animals were often used as meaning visual symbols in ancient cultures; is this
(Guided Question): Beliefs, values and customs are rooted in the culture of a civilization In what
ways have humans used plant and animal symbols to communicate moods, feelings and
personalities of these plants and animals? How have humans attributed animals and plant
characteristic and behaviors to humans and human made products?
1. Pre-assessment- Journal/sketchbooks: Frayer
After a group discussion and guided looking at examples of Egyptian art that includes examples of animal
and plant symbolism, students will be challenged to create their own animal or plant symbol.
2. Guided/Direct Instruction: Activity:
The discussion and guided looking session will include not only Ancient Egyptian artwork, but also
examples of other cultures use of animals and plants as visual symbols. The use of animal mascot
choices for sports teams will also be a topic. (Type II)
Students must do research on their choices and prepare a slide presentation including the scientific
order, habitat, feeding habits and other important key facts. Students will present their findings and
persuasive convince the class why they selected this animal or plant as their symbol. Research will
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include finding out how this animal or plant became a symbol of a particular or set of desired human
attributes. (Type III)
Lesson 8: A Book for Dead. (Guided Questions): How are a cultures beliefs, values and customs
reflected in its sociological class systems, stories and art work? Why are beliefs and values and team
efforts important in a culture and needed for its survival? How may team efforts and talent blend to
solve issues in productive way? How are creative products or art forms used to illustrate a cultures
beliefs, values and customs? How may human creative expressions personify and become the final
record of human life?
1. Pre-assessmentTSW engage in a game of Pass the Prompt TTW will pass around a paper with prompt about Ancient
Egyptian art and culture. The sheet will contain one prompt for each of the students in the class. The
students will read the prompt aloud and answer it to the best of his ability and pass the paper to the next
student. If a student has no response or comment about the prompt, the following student will read and
respond to the same prompt.
Prompt examples:
The ancient Egyptians held cats in the highest esteem; the penalties for injuring or killing a cat
were severe.
Women in ancient Egypt were ahead of their time. Elaborate on this expression. Use examples.
The Book of the Dead is an ancient Egyptian funerary text The illustration below includes a scene
from Ancient Egyptian life, Explain what is happening, what are the roles of the people you see?
The ancient Egyptians regarded beauty as a sign of holiness. Everything the ancient Egyptians used
had a spiritual aspect to it, including cosmetics, which is why cosmetics were an integral part of their
daily lives. Look closely at the illustration below. Explain in detail what is going on.
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Eternity was an endless period of existence that was not to be feared by any Egyptian. Elaborate
on this expression; what does it mean? Use examples.
2. Guided/Direct Instruction/Activity:
Ancient Egyptian created The Book of the Dead and included it in burial tombs. It included stories
about the deceased with directions and suggestions of how to reach the after-life. TTW show some
visuals using PowerPoint/slides of these books as well as tomb murals. (Type I)
Students will be given a series creative of tasks using productive thinking techniques and create a
guide for dead Ancient Egyptian. (Type II)
TASK 1: TRAPPED!!!! In an Ancient Egyptian Tomb! Using S.C.A.M.P.E.R. productive thinking
techniques.
Student task script:
While exploring the Valley of the Kings, you accidentally fall down into a small whole that opens up
into a series of tunnels. As you stumble to adjust yourself and collect your bearings, you notice in the
dim light the opening to the whole is actually a door and its closing! You rush to get through the door
throwing a large backpack filled with most of your supplies, tools, food and camping gear. Too late!
The door comes to a grinding dusty closure and youre trapped in an Ancient Egyptian tomb!
So you are trapped in this dark vast and cavernous ancient burial tomb. You tossed most of your gear
through the closing door and now you are stuck with only the clothes on your back, a small backpack
with some water, granola bars and a big bottle of sun screen in it, fifty feet of rope, a book about
Egyptology and your pocket knife.
The door you just passed through has been re-sealed possible by some curse and has disappeared.
You have to navigate yourself through the cavernous tomb, survive and escape. You only have the
objects listed above to help you solve this problem, survive and escape this tomb; however you may
find some objects in the tomb to assist you.
Write a descriptive and or narrative essay employing S.C.A.M.P.E.R productive thing techniques
explaining how you will use the objects and materials you have with you plus three new objects you
find in the tomb. Do your research and use terminology and actual, authentic and legitimate objects
and materials you may actually find in a three thousand year old Ancient Egyptian tomb. You will also
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include detailed maps and drawings in your report. Your report, facts, maps and illustrations will
become part of your book for the dead. (Type III)
Final hands on creative artistic product (A Book for the Dead) will be constructed as a final summative
product. This creative summative piece will be constructed using book binding methods and will include
creative illustrations, maps, poems and any other forms of creative expressions that may be helpful for
the dead to know and remember about his past life. (Type III)
Task 2: The Pharaohs Big Event. Using Talents Unlimited Think Skills Strategies.
Student script:
You have just been accidentally sent back in time to Ancient Egypt because you became tired after a
series of poetry writing frenzies and went to sleep in your time machine. While sleeping your head
rested on the time selection wheel-a-na-tor button and a time and place was selected. Then you
needed to stretch and mistakenly pressed the GO button and back in time you went to 1220 B.C
during the 19th Dynasty of Ancient Egypt under the rule of the great pharaoh Ramses II. When you
arrived, your time machine struck a pyramid and broke your flux make-a-date-er, now you cannot
select a date in time to return to anytime soon until you somehow make the needed repairs.
You decide you must fit the part and not be recognized in the society so you have to find suitable
clothing to blend in. You find a small modest home with what looks to be laundry hanging outside to
dry. You grab some clothes from the line and quickly change and stash all your modern attire in the
river except your iPad of course which you conceal in a small leather waste satchel you find sitting by
the clothes-line post. Since you did not remember your history on Ancient Egyptian culture, beliefs,
customs and values, you did not know the modest plain clothes you selected belong to that of a
servant cook.
All of the sudden palace guards show up and escort you to the palace of Ramses II. There is some
sort of big party planned for this evening and you are part of the planning and preparing team. Since
you have not done this job before you will have to do your research to make sure you do everything
correct as expected by the touchy king or your fate will be sealed. Payment for making the king
happy will result in payment in gold bars which is what you will need to repair the flux make-a-date-er
on your time machine.
Now you will need to make use of research skills and observation skills.
Observe closely the following six mural paintings. Make a list and describe the use of the objects in
you see in each mural. Explain what is happening in the murals and the people involved in the action.
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You may use the notes you brought with you that are saved on your ipad and the visual information
you see in the murals to make sure you plan a suitable and enjoyable meal for the pharaohs big
even.
Using Talents Unlimited Thinking Skills Techniques, work in teams to create solutions and solve this
problem. You will assume and assign duties in teams of six depending on personality and academic
or interest strengths of your team members.
Create a list of supplies including food and tools needed for the food. List the number of extra servant
help you will need and make sure they are dressed appropriately. Plan and explain the menu for this
event. Your final plans will be included in your book of the dead. (Type I)
Final hands on creative artistic product (A Book for the Dead) will be constructed as a final summative
product. This creative summative piece will be constructed using book binding methods and will include
creative illustrations, maps, poems and any other forms of creative expressions that may be helpful for
the dead to know and remember about his past life. (Type III)
TASK 3: Was King Tut Murderd? Using DeBonos Six Thinking Hats
Student script:
You have been assigned the task of archeologist, sociologist, journalist, art historian and forensic
scientists. As we know form the discovery of his ancient tomb in the early 20 th century, King Tutt was a
young king who ruled Egypt in the late kingdom period and died as well at a young age. The question
that has puzzled modern people is how did he die, was he murdered or did he die of natural causes
or occurrences? Using internet resources such as National Geographic on
line,http://news.nationalgeographic.com/news/2013/11/131106-king-tut-mummy-death-mysterysolved-archaeology-science/ as evidence resources, build an argument and form your team opinion
of how King Tut died.
In a group of four to six, use DeBonos Six Thinking Hats productive thinking techniques to debate the
fact and solve the mystery. Each team member will wear one of the six hats and assume and personify
this role using the six hats descriptions.
Your team will research, debate, hypothesize and form a conclusion about what you believe to be the
cause of causes of Tuts demise. Your team will persuasively present your conclusions in a creative
format to this class which may include creative dramatics, videoing, podcasting, or other electronic or
hand build formats.
Final hands on creative artistic product (A Book for the Dead) will be constructed as a final summative
product. This creative summative piece will be constructed using book binding methods and will include
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creative illustrations, maps, poems and any other forms of creative expressions that may be helpful for
the dead to know and remember about his past life.
For your final piece, A Book for the Dead, you may choose to add creative illustrations, maps, poems
and any other forms of creative expressions from all three of your productive thinking tasks or from two
or one or the three tasks. (Type III)
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5. Students will be shown a slide of an ancient Egyptian wall mural depicting a scene of daily life
such as the one below featuring a pharaoh queen and an archer.
6. After examining the mural, we will discuss what we see, describe what we see, what we think
is happening and make guesses about what is the purpose for this artistic expression. 15 mins
7. Students will view a video clip from the movie Mr. Peabody and Sherman. The clip will be the
part from the pairs time travels to ancient Egypt. After the clip, we will discuss what parts of
Ancient Egyptian culture and be determined or assumed from the clip. 30-40 mins
8. Before students leave the class, they will fill out an exit ticket answering the question, List and
explain one visual element, creative or artistic expression you saw today that could be used to
tell a story about one portion of a persons culture.
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Components Menu for Lesson Plan
Lesson # 1
Discipline(s):
Instructor:
Christopher McClendon
Lesson Length:
6-8 hours
2 class meetings
Science.
Content
Knowledge/Stand
ards
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Assessment
In this lesson,
students will
Know (content):
Pre-assessment:
(Type 1) Students will be paired in partnerships of two and conduct an interview by asking their
partners a series of questions to determine their visual culture.
Understand
(concepts/big
ideas):
Be able to
(skills/processes):
Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
Use basic features of word processing, spreadsheets, databases, and presentation software.
Discuss ways in which the subject matter of other disciplines is connected with the visual arts.
Understanding the visual arts in relation to history and cultures.
Introduction
Hook for this lesson: Your culture includes everything you see, hear, smell, taste and touch.
Teaching Methods
1. Opening Activity: Various Objects from the Mystery Box: Students will enter the classroom and
be confronted by a box in the center of their group table of six students. Inside the boxes, the
teacher has placed random items such as head bands, hair pieces, and tattoo designs, items
such as jewelry, fur, and leather and patterned clothing samples. The students will participate in
small group discussions answering questions such as Who or what kind of person would
wear this?
2. Teacher direct instruction. The teacher will introduce the lesson by showing the video,
https://www.youtube.com/watch?v=o32l-_U6nGY and sharing some visuals of people from
various cultures in cultural attire such as Kayan people of Burma and foot binding practices of
China. The teacher will also share pictures of American youth with tattoos, unusual hair color
and attachments, as well as select body piercing practices.
The teacher will challenge the students to discuss and defend opinion of these strange
cultural practices of other cultures and compare them to our own. Cool or not cool? The
teacher will introduce the term visual culture and move the students to discover how the five
human senses are used daily in our experiences to develop our opinions, lead into rituals,
and progress into the development of our culture. How do the things we see in media
influence the way we dress, eat and so on?
3. Teacher/student guided instruction. The teacher will instruct the students to pair into groups of
two, use their journal and conduct a detailed interview with their partner.
4. Student partnered small group discussion. The interviewer will ask a series of questions from
the printed guidelines page. The questions will lead the interviewee into a visual guided
experience of the rituals he/she goes through in a period of a day. Once the interviews are
complete. The students will return to single work, use the results of the interview and write a
detailed narrative describing their daily rituals.
5. Student presentations: After the students have been given time to write, share and discuss
their interview and journal results with their groups, students will use GoogleSlides,
PowerPoint or Prezi and create a presentation about their own visual culture to the class. The
slide presentation should include detailed descriptions of each daily ritual and include picture,
photo or illustrations objects associated with of each ritual. Student presentations will include
reasoning for selected rituals.
Learning
Activities
1. Brainstorming
2. Interviewing, summarizing, describing, analyzing, interpreting and judging.
3. Presentation skills
Resources
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markers.
1. Journal
2. Student made presentation.
Grouping
Extensions
Special Interests Activities & Centers: Students will be briefed on expectations about what to do
when they have completed tasks and have idle time. Students may choose to research a ritual or
cultural practice using KidRex search engine and journal about their findings. This could lead to
sharing with the class. Students may choose to read, write or draw in their journals about a choice
topic. Students may select to complete a teacher provided brainteaser activity/worksheet or pair
with a student to play a brainteaser quest game.
Lesson can be adjusted or scaffold to meet diverse intellectual needs and interests of students.
Students may participate in a game of charades or dramatizations imitating movements associated
with daily rituals.
Differentiation/
Ascending
Intellectual
Demand
Begin lesson with hook activity Play song and video, Walk Like and Egyptian. This will lead
into discussion about what beliefs, values, customs and rituals shapes a culture, how daily
routines become ritual and how these rituals become customs that others use to identify us.
Students will view a video about Ancient Egyptian life and culture from the kid safe website
Neok12.com titled History of Egypt part 1 and view slides of artwork including portraits of
ancient Egyptian people. http://www.neok12.com/Ancient-Egypt.htm
(Type 1) 30 minutes
As a large group, students will create a brain dump in journal format of things we know and
have discovered about Ancient Egypt including various aspects from its history that shaped its
culture. Now using your journal information from lesson I, compare and contrast your daily
rituals to those rituals you think an Ancient Egyptian your age may have encountered.
30 minutes.
Students will assume the life of an Ancient Egyptian boy or girl their own age and write a
historical re-tell of this boy or girls life in a one day scenario. This daily life scenario will be
creatively written as a narrative including descriptively explained historical detail and facts. The
story the students create will be typed in an electronic format using Google slides, pages or
Microsoft Word and should include visual information in the form of historical photographs reenactments or student created illustrations that will be scanned and inserted into the electronic
story document. The student stories and or slide presentations will be electronically shared
with me via email, Google docs. or teacher/student share files. (Type II) Writer/Historian
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2 hours+
When completed, the students will present their stories to the class. This may take place in the
next class meeting.
Components Menu for Lesson Plan
Lesson # 2
Instructor:
Chris McClendon
Content Knowledge/Standards
3 6 hours
Assessment
In this lesson, students will
Know (content):
Ancient Egypt: An Ethos of Creativity
Lesson Length:
C.McClendon 2015
Teaching Methods
1. direct instruction
2. small and whole group discussion
3. individual project
4. whole group presentation
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Resources
Ancient Egypt: An Ethos of Creativity
Grouping
Extensions
Differentiation/
Ascending Intellectual Demand
C.McClendon 2015
3. journals
1. Frayer
2. Journal notes
3. VENN diagram
4. Slide presentations
5. Exit slips
Whole group: Discussion of the song and Egyptian poses
Small group: Discussion and VENN diagram
Individual: Journaling, note taking and writing the story from the perspective
of an ancient Egyptian child.
Read the book, If I were a Child in Ancient Egypt
Create a log inventory and classification of artifacts found in the Safari Ltd
Ancient Egypt TOOB kit.
Students may select to research and find their own examples of ancient art
forms and create a visual electronic collage presentation.
Students may select to read a book about Egyptian art or history.
Students may select a special topic( inventions, work of art, architectural
monument or structure, or human biography) about ancient Egypt and write
a paper or make a visual slide presentation about this topic.
Lesson 3: Exploring the use of visual art as a powerful tool and communicator of power.
(Guiding Questions): Beliefs, values, and customs are rooted in the culture of a civilization. How
may the artists choice of placement and size proportions help to make the Pharaoh appear the
center of the viewers attention, appear larger and more powerful? What can we inference about the
Egyptian idea of man verses woman when observing how women are placed in murals and
positioned in sculptural sets? How does the Egyptian manner of drawing the human figure allow for
much more detail and identification than expected from more modern drawing styles? Can Artistic
Expression be used to spread Propaganda?
We will look at visual examples of Egyptian painting and sculpture related to portraiture and events.
Guest speaker, Toby Richards an education specialist from The Birmingham Museum of Art
will speak to the students about ways artistic expression has been used by many cultures
through time to associate power to their leaders. (Type I)
Students will discuss how the visual process of design was used to make a Pharaoh appear
more powerful than any other human pictured in a mural with him such as size and posture.
Students will demonstrate fluency by brainstorming about events that have taken place in their
lives such as an award they received or a time they were lead in a play, performed a solo or
made a field goal. They will be asked to retell that moment in illustration using design
techniques making themselves appear heroic and powerful. (Type II) Artist/Designer/Art
Historian
Components Menu for Lesson Plan
Lesson # 3
Topic: Exploring the use of visual art as a powerful
tool and communicator of power.
Lesson Length:
3-4 hours
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Discipline(s):
Social Studies, Language Arts, Technology and Art.
Content Knowledge/Standards
Instructor:
Chris McClendon
Assessment
In this lesson, students will
Know (content):
Be able to (skills/processes):
Introduction
Teaching Methods
Learning Activities
Ancient Egypt: An Ethos of Creativity
Hook for this lesson: Students will enter the room as the song We Are
the Champions plays and lyrics are shared. The students will be asked to
list in their sketchbook journals as many possible examples as they can in
ten minutes about when in their lives they felt really special or like a hero.
Example may be shared on a volunteer basis.
1. direct instruction
2. small and whole group discussion
3. individual project
4. whole group presentation
1. TTW ask students to reflect on a moment in their own lives when they felt
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Extensions
Differentiation/
Ascending Intellectual Demand
Lesson 4: Trial and error: Developing new systems and process for building structures.
(Guided Questions): How and why may humans develop new systems that lead to creative
innovations. The Ancient Egyptians developed simple machine technologies that allowed them
means of transporting and stacking heavy large stones. What simple machine technologies did they
invent and how did they use them? The Ancient Egyptians developed mathematical formulas for
calculating precise angles to assist them in cutting perfect cubed stones and placing them atop each
other in a manner so they provided support for the pyramid structure avoiding collapse from the
extreme weight. What systems did the Egyptians develop that allowed them to figures angles and
proportions that enabled them to construct enduring structures such as the pyramids? What was the
purpose of these large structures?
Students will view examples of the first pyramidal structures, observe their construction and
engineering processes, discuss their fail or succeed. (Type I) 20-30 minutes
Students will view the video Pyramid produced by BBC. 30 minutes
Students will be divided in teams of four, five or six and given an engineering/construction
design task. Use the materials you are given (newspaper and masking tape) build a structure
that will house you and your team members. Students will notice during this team exercise that
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teamwork, listening to each others ideas, use of limited tools and materials, accepting failure
and trying again is exactly the key to discovering the process the Ancients went through until
they developed the right recipe/system for assembling the perfect pyramid structure. Students
will create sturdy load bearing beams by rolling the newspaper and taping together securely.
The beams will be connected to other beams with tape. The beam structure will be covered
with flat pieces of the newspaper to make a structure. (Type II & III)1.5 hours
Guidelines:
Structures will be scaled in size (example 1 equals 1 ) students will develop their scale.
The structures must be solid and sturdy.
The structures MUST accommodate all team members comfortably.
Discipline(s):
Social Studies, Language Arts,
Technology and Art.
Instructor:
Chris McClendon
Content
Knowledge/Standards
Lesson
Length:
3-4 hours
C.McClendon 2015
Assessment
In this lesson, students
will
Know (content):
Understand
(concepts/big ideas):
Be able to
(skills/processes):
Introduction
Teaching Methods
1. direct instruction
2. small and whole group discussion
3. individual project
4. whole group presentation
Learning Activities
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C.McClendon 2015
by BBC.
3. Discussion: TSW analyze and describe materials and
design of these structures, methods and interpret
purpose.
3. Team Activity: TSW work in teams of three and
design/construct a structure that can support itself as well as
house its team members.
Resources
Products
Grouping
Extensions
Differentiation/
Ascending
Intellectual Demand
Individual
Teams of three
Whole group
Trapped in a Pyramid Activity: TSW imagine they have been trapped in the
Pharaohs tomb Giza. They have arrived as an Ancient tomb robber who
first discovered the tomb with all its glory and artifacts untouched. TSW
develop heighted visual fantasy skills by developing a fantasy board game
program.
Students may opt out of team building activity and work alone with materials
or design a structure using online graphic software. Google Sketchup is free
to download. http://www.sketchup.com/
Explore the pyramids and other monumental human creative innovations
using https://earth.google.com/
Students may research the origins of paint from pre-history to modern times.
Students may experiment with various paint pigments, binders and solvent
to create a paint medium and use it to create a work of art.
Lesson 5: Art as a Tool for Control. Guided Question(s): Creative Expression is found in all
cultures. Creative Artistic Expressions may become symbols that shape Civilizations/Nations. How
may humans attach meaning to objects that visually communicate a thought, mood, feeling or
emotion? Human creative expressions are important parts of all civilizations culture, how may the
creative artistic expression be utilized as symbolic and meaningful by people? How do artistic
expressions become visual symbols that shape and create identity for people within a society? How is
creative and or artistic expression a part of the culture and civilization of your city or country? How
may creative and or artistic expressions be a part of the culture and civilization of your city or
country? The U.S Capitol Dome and the Washington Monument have become enduring symbols of
American Power and Freedom. Can you make other comparisons in world cultural architecture or
other forms of human creative expression where artistic symbolism is used? Ancient Egyptians
constructed monumental pyramidal structures to symbolize power and importance of their kings.
1. Pre-assessment-
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TSW list in their journal examples of art or architecture in our country that may be used as symbols of
power which Americans may associate with their own identity.
TSW research and look for art work examples that use propaganda slogans and visual symbols or
imagery as a way to convey a strong message.(Type I&II)
2. Activity:
TSW research and look for art work examples that use propaganda slogans and visual symbols or
imagery as a way to convey a strong message.(Type I&II)
TSW create a symbol using materials that could be seen as a power symbol a culture of people could
identify with and unify around. (Type II & III)
TSW create a Venn diagram to compare and contrast propaganda, visual symbolism and slogans in two
pieces of art architecture from anywhere in the world. (Type III)
Components Menu for Lesson Plan
Lesson # 5
Grade Level:
Lesson Length:
4-5
Instructor:
3 hours
C. McClendon
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C.McClendon 2015
Content Knowledge/Standards
Standard(s):
Social Studies grades 5-6: Describe how values and norms influence
individual behavior. Comparing ways in which cultures differ, change,
and resist change, including countercultures, subcultures, and
ethnocentric beliefs. Comparing the use of various symbols within
and across societies. Examples: objects, gestures, sounds, images.
(CS#3)
Technology
Use digital tools to generate new ideas, products, or processes.
Examples: ideas, predictions, trends, products, animation, video,
processes, models, simulations
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of their kings.
Assessment
In this lesson, students will
Know (content): Visual symbols
are used to communicate
message, ideas.
Pre-assessment:
TSW be shown a selection of visual symbols found in everyday life such as
handicap, recycling and technology symbols. TSW hypothesize and
interpret meaning of these symbols in a class discussion.
Formative Assessment(s):
Teaching Methods
Learning Activities
Resources
Products
Grouping
Extensions
View video clips from movies such as Dr. Zhivago and Les Miserable.
Differentiation/
Ascending Intellectual Demand
Students may dramatically act out the action seen in a propaganda poster.
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Propaganda art Work Analysis Chart
3. What position have the people who placed this advertisement taken?
4. What kind of opinion or action are they hoping to get from readers?
5. Can you determine from the ad what other views people might have on this subject? Explain.
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Grade Level:
4-5
Language.
6-8 hours
Discipline(s):
Instructor:
Chris McClendon
Lesson Length:
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C.McClendon 2015
Introduction
Teaching Methods
Learning Activities
Resources
C.McClendon 2015
Pre-assessment:
Journal/sketchbooks: TSW create a list in their journal, make a
selection and include a written explanation poem and sketches of
selected object representing a person they know and admire.
TSW understand how humans place meaning and message to
inanimate objects and often associate these objects with spirits or
presence of people they admire.
Formative Assessment(s): Journal/sketchbooks: TSW will keep
written ideas, factual information and sketches in their sketchbooks.
Hook for this lesson: TSW project various images on the screen as well as
share printed images and actual artifact objects. TSW will be challenged to
examine the images, objects and artifacts and decide and draw conclusions
based on prior knowledge of these objects who the objects belong(ed) to.
TSW share their conclusions with the class.
1. Direct instruction: Teacher slide show display questioning and
demonstration.
2. Small group activities; Table top discussions
3. Whole group activities: Class whole group critiques and discussions.
1. TTW share personal stories about how objects have become
memory makers for past loved ones.
2. TTW show pictures of these objects.
3. TTW share a list of words that can be used as metaphors and
demonstrate their use.
4. TSW create a list of metaphorical words and use them to in
metaphorical phrases.
5. TTW share images of the Egyptian Gods and Goddesses and
discuss how each is a metaphor. (Ex. Ra, the Sun God - The Sun
is the source and sustainer of life, penetrator of the darkness,
warmer of the cold, nurturer of the seed deep in the soil. Its rays
reach out through the darkness of space and night, and give
warmth, light, and life to all they touch).
6. TSW: list objects they know that remind them of people they know
or family and create a metaphorical phrase using the names of the
people they listed.
7. TSW design and create a visual symbol composition for their
person and metaphor using a variety of art media.
1. Book - You're Toast and Other Metaphors We Adore
by Nancy Loewen and Donald Wu
1. http://ed.ted.com/lessons/jane-hirshfield-the-art-of-the-metaphor
2. https://youtu.be/A0edKgL9EgM
3. Egyptian Mysteries: Ancient Egyptian Gods and Goddesses, Vol. 2 by
Ashby, Muata
Products
Grouping
C.McClendon 2015
Lesson 7: Plants and animals were often used as meaning visual symbols in ancient cultures; is this
(Guided Questions): Beliefs, values and customs are rooted in the culture of a civilization In what
ways have humans used plant and animal symbols to communicate moods, feelings and
personalities of these plants and animals? How have humans attributed animals and plant
characteristic and behaviors to humans and human made products?
Pre-assessment
TTW begin the class with a bag of plastic or small stuffed animal models. TTW circle the room and
have each student reach in the bag blindly and pull out one of the animals. TTW as each student to
tell the class anything they know about the animal they have pulled out of the bag. TTW will ask each
student to think of and tell the class any associations they may have such as strengths, weaknesses
and other personal characteristic they know or assume about their animal selection. Next, TSW be
given a teacher made handout/worksheet list, including pictures of selected animals and plants. TSW
be asked to examine the list and pictures and write what attributes we associate with these plants and
animals with as in emotions or feelings they identify with or sense about each plant or animal.
Information/Introduction:
TTW use the following example and lead a guided looking and discussion of ways the
Ancient Egyptians applied or associated desired or otherwise human characteristics
or attributes to the objects listed below.
The Lotus Flower: The Lotus Symbol - The Water Lily. The Lotus is used as a symbol in
Ancient Egyptian art representing the sun, of creation, rebirth and was a symbol of Upper
Egypt. As a symbol of the sun it is closely associated with Atum-Ra, the Sun god and later
with Nefertum, lotus god of perfume. Lotus flowers, also called water lilies, open in the
morning and close again at night symbolizing rebirth and regeneration. The lotus flower,
water lily, was also used to symbolize the deceased upon entering the underworld and the process of
rebirth, regeneration and reincarnation.
The Domestic Cat: The ancient Egyptians respected all animals and lived in
basic harmony with them all, but the cat was regarded highly as if it were a
god. The Egyptian society was an agrarian society whose livelihood rested on
crop production. The crops were often threatened by rats, mice and snakes for
which the cats fed upon. The ancients respected the cat so much as a
protector, he was soon welcomed in the home and went on hunting trips. Cats
were even featured in tomb murals.
The Scarab Beetle: The beetle was admired for its ability to push large ball of dung. The females would
deposit larvae in the dung ball and young beetles would emerge days later. This creative aspect was
associated with the god Atum. The ray-like antenna on the beetle's head and its practice of dung-rolling
caused the beetle to also carry solar symbolism. The scarab-beetle god Khepera was believed to push the
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setting sun along the sky in the same manner as the beetle with his ball of dung. In many artifacts, the
scarab is depicted pushing the sun along its course in the sky.
Activity:
TSW participate in a table top group discussion including a guided looking session about Ancient Egyptian
artwork and other examples various cultures use of animals and plants as visual symbols, students will be
challenged to create their own animal or plant symbol. Discussion will include reasons why and how a
beetle, a cat, a hippo and a lotus flower took on deep symbolic meaning in ancient Egyptian culture.
TSW do research on their choices including the scientific order, habitat, feeding habits and other important
key facts. Research will include finding out how this animal or plant became a symbol of a particular or set
of desired human attributes.
Once student research and findings have been recorded in the sketchbook journals, student will be
grouped in groups of three to six and be given the task of creating their own sports team mascot. Students
will use their findings about the historical uses of specially animals (plants can be used too) as desirable
our powerful symbols of attributes humans see as needed to represent their team.
After more research and planning has gone into the project, students will present their mascots and
reasoning for selecting this animal to represent their team.
Students will present their findings and persuasively convince the class why they selected this animal or
plant as their symbol.
Student presentations will be group presented and must contain research, facts and information in a
creative slide presentation as well as include hand crafted product to help illustrate their ideas.
Grade Level:
Lesson Length:
4-5
6-8+ hours
Discipline(s):
Instructor:
Chris McClendon
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Standard(s):
Use technology, including the Internet, to produce and publish writing and
link to and cite sources as well as to interact and collaborate with others,
including linking to and citing sources. [W.7.6]
Assessment
In this lesson, students will
Know (content):
Understand (concepts/big ideas):
Be able to (skills/processes):
Introduction
Teaching Methods
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Learning Activities
Resources
Products
Grouping
Extensions
Differentiation/
Ascending Intellectual Demand
Lesson 8: A Book for Dead. (Guided Question: How are a cultures beliefs, values and customs
reflected in its sociological class systems, stories and art work? Why are beliefs and values and team
efforts important in a culture and needed for its survival? How may team efforts and talent blend to
solve issues in productive way? How are creative products or art forms used to illustrate a cultures
beliefs, values and customs? How may human creative expressions personify and become the final
record of human life?
Ancient Egypt: An Ethos of Creativity
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TSW be given a series creative of tasks using productive thinking techniques and create and construct a
creative summative product at the end inspired by the Ancient Egyptian Book for the Dead. These tasks will
require students to use productive and creative problem solving techniques using the SCAMPER
technique.
TSW create and construct a bound book making activity. The book will be made in the style of the
Ancient Egyptian Book of the Dead. The Ancient Egyptians created The Book of the Dead as a
guide for the deceased and included it in burial tombs. It contained within it stories about the
deceaseds life with directions and suggestions of how the deceased could reach and be
successful in the after-life.
Components Menu for Lesson Plan
Lesson # 8
Grade Level:
Lesson Length:
4-5 plus
6-8 + hours.
Discipline(s):
Instructor:
Chris McClendon
Content Knowledge/Standards
Standard(s):
Assessment
In this lesson, students will
Know (content):
How teamwork is important for solving big problems. How stress can
negatively affect productive thinking. How planning a creative work takes
time to research and plan.
Be able to (skills/processes):
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C.McClendon 2015
Be able to analyze details in a work of art and compare and contrast works
of art through social and historical contexts.
Introduction
Teaching Methods
Hook for this lesson: TSW enter the room and the teacher asks them if
they are ready to do their presentations from the previous weeks
homework assignment. In addition to the presentations, as part of the
assignment, create a device do something silly such as make a device to
hold your pencil. TTW tell the students they have five minutes to work in
small groups to finish the product and prepare for the presentations. TTW
lead them on as much as they can take, since this in only a joke. When the
teacher thinks they have had enough, tell them you are only joking and
there are no presentations today. TTW explain what each of the students
experienced was stress. TTW will play the song Had a Hard Day by Daniel
Powter https://youtu.be/GPHo72HjzYc as a mood lifter.
TTW explain how teamwork is important for survival and explain to the
student how stress mat effect our judgements and make it difficult for us to
think quickly even in our most talented or gifted areas.
TTW use the S.C.A.M.P.E.R techniques guide and poster in the room
TTW assign students career titles to group members, Architect,
Archeologist, Art Historian, Sociologist, Engineer, Writer and Inventor. The
career titles do not all have to be assigned if groups are smaller than the
number of available careers.
TSW develop a plan to get off the island. TSW take notes and draw out
their plan using illustrations of the inventions they created using the objects
they landed on the island with (fifty feet of rope, 5 balloons, and a book of
poetry) and three other items that may be already present on a tropical
deserted island.
(TTW could change the hook to a video from the new craze breakout
which could lead to a discussion about teamwork and group problem
solving).
1. Teacher led direct instruction.
2. Hands on activity
3. Table top discussions
4. Discussion and presentation
44
Resources
Products
C.McClendon 2015
1. TTW introduce the concept of stress and its effects on the
individual to think and process information as we as work well with
others.
2. TTW teach the students how the S.C.A.M.P.E.R technique of
productive thinking works.
3. TSW work in groups of three and solve a problem titled stuck on a
Desert Island. (See directions).
4. TSW present their plan to the class in the form of group discussion,
electronic slide show, and student made props and or creative
dramatics.
5. TTW introduce other problem solving techniques, Talents Unlimited,
and DeBonos Six Hats.
6. TSW be paired in problem solving teams and select one of the
three problem scenarios provided by the teacher.
7. TSW complete the task using the assigned problem solving
technique and present their results to the class.
8. TSW use the information gathered during their tasks to create an
artistic book in likeness to the Egyptian Book of the Dead. The book
will be constructed using various art papers and bound together
using the accordion folded hanged method or may be stitched
using thread, needle and hold puncher. The book will include
instructions for the deceased in the form of detailed maps and
written instructions, poetry, collaged photographs and student hand
drawn illustrations. The theme for the book will be student created
and may be built around any one or three of the scripted scenarios
or tasks. (See student tasks).
Grouping
Extensions
Students may create an instruction book for a new student to survive the
transition to their school.
Scenario: School culture can sometimes be scary and challenging for new
students, what could you do to make a new student at your school feel
better and handle the transition? What particular elements of your schools
culture to feel to be important for a new student to be aware of and or be
able to navigate?
Differentiation/
Ascending Intellectual Demand
This lesson provides students with a wide variety of differentiation within the
lesson. If more room for intellectual growth is needed.
Students with more readiness will identify and sort differences in artworks
within the same theme. TTW challenge individual students with this need to
do more research, create more technical charts and grafts, or add more
creative writing such as more abstract forms of poetry. TSW use the
Internet and print resources to research, write and present art historical
information through technology or other selected presentation methods.
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Directions
Your teacher will put you in teams of 3-4 students. Your team will first need to choose three supplies from a list of six
to use in combination with what you find on the island to build your shelter. Then decide how you want to build the
shelter from the supplies youve chosen. You will have to justify (explain) your choices. Finally, make a drawing of the
shelter along with a one or two paragraph description.
The Scenario
You have just swum up on shore after you ran your boat into a reef. Bummer. Youre confident youll eventually be
rescued, but you also realize that you may have to survive on your own for a month or so before that happens. You
need come up with some kind of a shelter!
This is what your island looks like. A quick survey tells you that
its only about the size of a football field and fairly flat with only
a few palm trees. The good news, though, is that there are a
lot of coconuts and even some oranges that have washed up
on shore - so youre o.k. on food.
Youve been boating in the area long enough to also know a few things about the area. There should be no real
problems with animals or biting bugs, but it gets close to 90 oF almost every afternoon and there is a lot of sunshine,
making staying outside for long periods during the day impossible. On the plus side, you also know that nighttime
temperatures are usually between 70 and 75oF.
Generally winds are light except they can get very strong during afternoon rainstorms that occur 2-3 times per
week.
Along with the coconuts, youve found a few items that have washed up on the island that should be helpful. These
include:
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(6) 4' x 4' pallets (pallets are slats of wood fastened together, typically used in shipping -- assume the pallets
will block rain and the sun well enough to be used as walls but not as a roof)
The Swim
While thinking about the items you have just found, you look up to see your boat slowly sinking. Its a hike (well, a
swim) out to it, but youre a good swimmer so theres just enough time to grab any three of the options below from
the boat before it goes down. Work with your team members to decide which three items to select:
100' rope
Staple gun
The Challenge
Once youve decided on three items, as a team, decide how to build the shelter from the supplies youve chosen. Make
a drawing of the shelter along with a one or two paragraph description to explain what you made and why you made it
the way you did. Remember as you work that youre trying to create as survivable and comfortable a shelter as you
can- your life may depend on it! After completing the drawing and description, see the Activity
Feedback: Stranded! section to see how you did.
Learning/Interest Center 1:
In this center, students will be presented with four works of art each from a different culture. Each of
the works of art will be portraits of people and will include visual details, postures, sizes, symbols and
proportions to help the viewer detect clues about the persons identity and status. The students will
create a graphic organized, visual or written journal about their findings from each of the works of art.
Ancient Egypt: An Ethos of Creativity
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Examples of artwork:
Learning/Interest Center 3:
The ancient Egyptians developed many products to ease daily life and adorn and preserve the
beauty. How did customs, belief, ritual, aesthetics and basic need in the Ancient Egyptian civilization
spark new ideas and invention?
TSW research and develop a new product or invention such as cosmetics (based on materials
and supplies the ancients would have had access to). TSW design, create and provide a marketing
strategy. TSW pair in a team of two or more and perform their marketing strategies using creative
dramatics.
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Assessments:
Students will be assessed by performance based/summative on teacher observations,
participations in group discussions, products produced, formative journal entries, and individual
interest projects. A formal rubric may be attached to some products. (See Rubric Example below).
Uses everyday
words to explain
what is seen in a
work of art.
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Analyzes: which
Explains in detail
Explains where and
Explains where
Uses every day
elements of How
art are
where and
whyhow
an the Explains
whyofanart are Tellswords
how thewhy
element
elements
to tell where
Judgement:
doseen Explains
an is Explains
that an
in a work
of art.to(Line,
element is used an artwork
artwork
used an
seen
within artwork
usedisinnot
an liked
artwork. artwork
the art
elements
people
respond
is not
liked
is not
liked. are
shape, form, texture,
within
a work
isseen
not liked
and
then of and
and then lists one
a work of art.
used in a work of art.
artworks?
color, space,
art. Detailed
explains
two ways in then explains a way way
Consider
what value).
they
explanation
which
it
is
stilland use in which it is still
in which it is still
learn from:
of
art
terms.
"good"
art.
"good art".
family/culture/spiritual
"good" art.
beliefs
teachers
local/state/national
identity
Interpret: What is the
Uses art terms and
Uses art terms to
Explains an idea
Uses everyday terms
peer group
mood, message,
EXAMPLE
explains
in
detail
a
explain
the
artists
about
the
artworks
and limitedRUBRIC
details to
TV/film/music/advertisin
thought, feeling or idea
personal
intent
through
mood,
meaning
or
message
express
an
idea
g
SELECTION
communicated in the art
interpretation
of
the
message,
thought,
with
use
of
limited
art
about
an
art
works
personal experiences
form?
artists
intent
through
feeling
or
idea
with
terms
and
detail.
meaning
or
with the
mood, message,
use of limited art
message.
subject matter the
thought, feeling or
terms.
purpose of the artwork
idea
(e.g.,
to copy life, express
emotion, be
useful,
teach,Scored
entertain, Advanced
Objective
Proficient
Basic
Below Basic
decorate)
Scoring Rubric Basic
50