Katie Morris Pauline Central Primary Lesson Title: First Grade Money Design Lesson Key Ideas: This

lesson is intended to teach students about South African culture, currency, the Elements and Principles of Art, and values. Objectives: 1. The students will discuss symbols included on American currency and the reason for their inclusion in the designs. 2. The students will watch and discuss the Field Trip to the Money Factory video to learn about how American currency is designed and created. 3. The students will learn about South African culture and currency including the Big Five animals. 4. The students will compare and contrast American and South African currency. 5. The students will think about their values (what is important to them) and design their own currency with symbols based on their values. 6. The students will transfer their currency design into a wax resist painting with a limited color palette. 7. The students will demonstrate proper paintbrush technique and care. 8. The students will write an artist statement about their artwork including a description of the symbols in their designs. Resources: Elements and Principles posters, Images of money from around the world including American and South African bills, Field Trip to the Money Factory video http://www.kids.gov/video/money_factory.shtml, South African Big Five http://www.south-african-lodges.com/big-five.php, Money Vocabulary: Elements of Art- Line, Shape, Color, Texture, Value, Space, Form Principles of Art- Pattern, Rhythm, Balance, Emphasis, Harmony, Variety, Unity Money, Currency Design, Engrave, Symbol Value, Important South Africa Big Five animals- Lion, African Elephant, White/Black Rhinoceros, Water Buffalo, Leopard Wax Resist, Painting, Color Palette, Limited, Monochromatic, Tint, Shade

Materials: 50 lb drawing paper (practice) 80 lb white drawing paper- 4.5 x 12 inches Pencils and Erasers Crayons Watercolor paint and brushes Notebook paper sheets Presentation: This assignment will cover two 40-minute class periods. Day 1: The teacher will begin by asking the class to think about what our currency looks like. As the students think of symbols on our bills, the teacher will list them on the chalkboard. Then the class will discuss why those symbols might be included in the design. Before beginning the Field Trip to the Money Factory video, the teacher will ask the students to think about who designs money. The class will watch the video from kids.gov to learn about how American currency is designed and created. The teacher will pass some dollar bills around the room so the students can look at the artwork up close before moving on to the next step. The teacher will ask the students if they think money from other countries looks like American money and listen to their responses. The teacher will show the students pictures of bills from around the world ending with currency from South Africa. The teacher will give the class a brief overview of South African culture (reminding them they saw images of South African rock art from an earlier lesson) and talk about the importance of animals, especially the Big Five. The Big Five animals include the Lion, African Elephant, White/Black Rhinoceros, Water Buffalo, Leopard. Next, the class will compare and contrast American and South African bills. The things that the two have in common will be the essential elements for the students design (name of place, amount of money, number and spelled out amount, the thing they value, border, patterns). The teacher will introduce the project to the students: Create a design for your own money that includes the essential elements (amount, name, serial number, etc.) and a symbol that shows the students values and answers the question What is important to you? The students will have the rest of class to plan out their designs on 50 lb drawing paper. Day 2: The teacher will review the material covered on day 1. The teacher will demonstrate the wax resist painting technique and discuss a limited color palette that the students will need to use. The students can choose their own color scheme, but it should be simple. Either monochromatic (with tints and shades of one color) or just 2-3 colors would be best to showcase the design and keep the look of currency. After the teachers demonstration, the students will finish their plans and transfer their designs to 80 lb drawing paper. The students will use

crayons to trace their pencil drawing and then paint over with watercolors. If time allows, the students will write an artist statement on a sheet of notebook paper that includes a description of the symbols incorporated into their designs. Assessment: Teacher observation will take place as students work to ensure that they are following directions and staying on task. Kansas Visual Arts Standards Met: Standard 1: Understanding and Applying Media, Techniques, and Processes
Benchmark 1: The student explores a variety of art media, techniques, and processes. Benchmark 4: The student employs media, techniques, and processes to communicate through works of art. Benchmark 5: The student demonstrates the safe and correct use of simple materials and tools. Benchmark 6: The student demonstrates that clean-up and organization of materials are a part of the artistic process.

Standard 2: Using Knowledge of the Elements of Art and the Principles of Design
Benchmark 1: The student recognizes key elements* and key principles* used in works of art. Benchmark 3: The student applies key elements* and key principles* in creating works of art.

Standard 3: Creating Art Works Through Choice of Subjects, Symbols, and Ideas
Benchmark 1: The student identifies visual images, subjects, and symbols in works of art. Benchmark 2: The student incorporates images, subjects, and symbols into art works.

Standard 4: Understanding the Visual Arts in Relation to History and Cultures

Benchmark 2: The student discusses different purposes for which art is created. Benchmark 3: The student creates art based on historical and cultural ideas of diverse people.

Standard 5: Reflecting Upon and Assessing the Characteristics and Merits of Art
Benchmark 1: The student describes characteristics evident in art works. Benchmark 2: The student describes and shares opinions about works of art.

Standard 6: Making Connections Between the Visual Arts and Other Disciplines
Benchmark 1: The student distinguishes among various visual art forms. Benchmark 3: The student identifies connections between the visual arts and non-art disciplines. Benchmark 4: The student explains how art contributes to the social aspects of everyday culture.