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Je Suis… I Am… Motivated to Create VSA International Art Program for CHILDREN with DISABILITIES a Jean Kennedy Smith Arts and Disability Program

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Je Suis… I Am… Motivated to Create VSA International Art Program for CHILDREN with DISABILITIES a Jean Kennedy Smith Arts and Disability Program Yo soy… Je suis… I am… Motivated to Create VSA International Art Program FOR CHILDREN WITH DISABILITIES A Jean Kennedy Smith Arts and Disability Program Teacher Resource Guide EDITION 2017-18 A series of visual art lesson plans designed to engage students with disabilities. Yo Soy… Je Suis… I am… Motivated to Create VSA International Art Program for Children with Disabilities A Jean Kennedy Smith Arts and Disability Program Teacher Resource Guide Edition 2017-2018 Office of VSA and Accessibility Betty Siegel, Director, VSA and Accessibility Stephanie Litvak, Manager, VSA Affiliates Jessica Swanson, Manager, Accessibility Jenna Gabriel, Manager, Special Education The John F. Kennedy Center for the Performing Arts 2700 F Street, NW Washington, DC 20566 (202) 416-8898 [email protected] http://education.kennedy-center.org/education/vsa/programs/vsa_iap.cfm Lesson plans by: Shannon Hayes, M.Ed. Jenna Gabriel, Ed.M., Editor Funding for the VSA International Art Program for Children with Disabilities is provided by the U.S. Department of Education. Kennedy Center education and related artistic programming is made possible through the generosity of the National Committee for the Performing Arts and the President’s Advisory Committee on the Arts. International Programming at the Kennedy Center is made possible through the generosity of the Kennedy Center International Committee on the Arts. The contents of this publication may have been developed under a grant from the U.S. Department of Education, but do not necessarily represent the policy of the U.S. Department of Education. You should not assume endorsement by the federal government. UBUNTU Yo soy… Je suis… I am… Motivated to Create Table of Contents INTRODUCTION . 4 HOW TO USE THIS GUIDE . 5 UNDERSTANDING The World in Color . 6 . Motion and Balance . 12 Looking in the Mirror . 19. HARMONY Motivated by Music . 25 . Motivated by Music II . 31. Merging Dots . 37 . CHANGE Portrait of a Leader . 43 . Visual Activism . 50. Mural Painting for Social Change . 57 BIBLIOGRAPHY . 62. UBUNTU Yo soy… Je suis… I am… Motivated to Create “The life of the arts, far from being an interruption, a distraction, in the life of the nation, is close to the center of a nation’s purpose - and is a test to the quality of a nation’s civilization.” ― John F. Kennedy Introduction Humans create art for many reasons—to capture images we find appealing, to process experiences, to share our views with others—but above all the creation of art is a way to actively participate in the cultural fabric of our world. President John F. Kennedy understood that the contributions of art are central to any society, and that artists push everyone to better engage in the community around them. The overarching theme of this guide is that across boundaries of age, country of origin, or artistic skill, we all have the capacity and motivation to create. These lessons will challenge students to use their artistic voices to explore how the arts contribute to our understanding of the world, to our relationships with others, and to the betterment of our communities. Encouraging art that creates understanding, harmony, and change empowers young people to actively participate in the cultural experiences that President Kennedy believed were so central to civilization. We hope that this Teacher Resource Guide gives you and your students the opportunity to experience the inherent joys of creating and learning in the arts. We look forward to including the work of your students as part of the online exhibition of Yo Soy…Je Suis…I Am…, VSA’s International Art Program for Children with Disabilities, at www.kennedy-center.org/education/vsa/programs. Shannon Hayes, M.Ed. Author Jenna Gabriel, Ed.M Editor 4 UBUNTU Yo soy… Je suis… I am… Motivated to Create How To Use This Guide Each lesson in this guide is tied to the National Core Arts Standards and is separated into 3 sections: Discuss/Prepare, Methods/Create, and Reflect. In addition, each lesson has an overview, key vocabulary, model works, and example artists you can draw on as resources to support your instruction. You may use these lessons as written, or adapt as you feel appropriate for the students in your classroom and the content you are working on. These lessons were written to support young artists with various needs and learning styles. All lessons reflect the following principles of Universal Design for Learning: (1) Multiple Means of Representation – presenting information in multiple formats so that all students can access and understand the content, (2) Multiple Means of Expression – providing multiple options for students to demonstrate understanding, knowledge, and abilities; and (3) Multiple Means of Engagement – providing multiple opportunities for students to work in ways that are interesting, motivating, and challenging for them. Throughout these lessons, strategies have been suggested to support you in providing differentiated instruction that meets the needs of all students and supports the meaningful engagement of students with disabilities. Suggestions for how you might approach specific moments in each lesson are highlighted in blue. Additional modifications or adaptations that may be necessary for individual students are then included at the end of each lesson. 5 Motivated to Create… UNDERSTANDING Lesson 1: The World in Color The World in Color GRADE LEVEL: K-4 EXPECTED LENGTH: 3-4 class sessions INTRODUCTION: Every person perceives the world differently, noticing different shapes, colors, smells or sounds than a person standing next to them. Many artists are inspired by this, and create art that allows others to see the world around them as the artist does. In this lesson, students will explore an area familiar to them and identify geometrical shapes and patterns. They will create a chalk pastel and glue resist piece, highlighting the shapes that they see using color. These creations will help viewers understand how student artists see the world around them. MATERIALS: Digital camera or smartphone to photograph areas selected by the students Black and white printer Black markers or sharpies Black construction paper White colored pencil or crayon White school glue (can be decanted into condiment bottles) or painter’s tape Chalk pastels, colored chalk, or oil pastels Rulers Fixative spray KEY VOCABULARY: Chalk pastels - chalk-like crayon made from ground pigment Landscape - a picture that shows a natural scene of land Cityscape - a picture that shows part or all of a city Resist - an art technique where part of a surface is covered with one medium before color is added, so that the covered area “resists” the color and the color is prevented from staying on the covered area; generally - to fight against or try to prevent something 6 Motivated to Create… UNDERSTANDING Lesson 1: The World in Color LEARNING OBJECTIVES: Art Making Students will create a glue resist and chalk pastel representational image of an area they see every day. CREATING: Conceiving and Developing New Artistic Ideas and Work Anchor Standard 2: Organize and develop artistic ideas and work. Enduring Understanding: Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches. 7 Motivated to Create… UNDERSTANDING Lesson 1: The World in Color Critical Inquiry Students will examine the work of Jessica Park, Lotta Nieminen and Ton Schulten to identify how the artists use shape and color to convey how they view the world. RESPONDING: Understanding and Evaluating How the Arts Convey Meaning Anchor Standard 7: Perceive and analyze artistic work Enduring Understanding: Visual imagery influences understanding of and responses to the world. Aesthetic Inquiry Students will explore the presence of shape and color to share with others what they notice in the world around them. RESPONDING: Understanding and Evaluating How the Arts Convey Meaning Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. Enduring Understanding: Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences. PREPARE/DISCUSS: Before the lesson, prepare large examples of a variety of geometrical shapes cut from cardstock. Begin by telling students they are about to go on a shape and color hunt. During this activity, they will need to find colors and shapes around the school. Before the activity, lead students through drawing a series of shapes with their hands or fingers in the air or on their desks. For example, ask students to demonstrate what a square looks like by drawing the shape in the air or on a surface with their hands. Then ask students to spot a square somewhere in the classroom. Hold up the cardstock example of a square and allow students to feel around the square with their hands. Continue with other shapes. Tell students that now they will be hunting for shapes and colors around the classroom, through the hallways, or outside the school. You can also include textures in this activity (smooth, bumpy, ridged, rough, etc .) Lead students through an example round first, asking: What shapes do you see around the 8 Motivated to Create… UNDERSTANDING Lesson 1: The World in Color classroom? Can you find a rectangle? What color is it? Can you find another shape? Let students hold up the cardstock shape next to the shape they observe in the classroom. Have students work in groups of 2-3, spotting shapes or colors, and calling out “I spy…” where a student tells her/his peers that s/he “spies” either a color OR a shape in the room, and the other students must guess the object by pointing to it or tracing the shape with their hands. For textures, students can use the phrase “I feel…” while the other students close their eyes. Have students notice how many guesses it takes before their peers identify the object they first noticed.
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