colored pencils, heavyweight paper, and visual aids.
pencils
table for materials
Program Learning Objective: I can create a composition that will illustrate a job that I aspire to be in the future. Students will understand the background of Thelma Johnson Streat and her artwork. Students will write a brief paragraph describing their composition and what they would like to do for work in the future.
Day One: Through guided discussions, students will identify and appreciate the diverse jobs that help shape and improve their society through the artwork history, culture, and artistic techniques of artist Thelma Johnson Streat, focusing on her colorful "Medicine and Transportation" mural, which depicts various community roles and their significance to society. The program aims to inspire students to consider the diverse roles within their communities, such as plumbers, painters, custodians, and other essential workers. Students will then create artwork illustrating the role they envision for themselves or someone they admire, like a family member or community member, using pencils and crayons.
Day Two: Students will think about their feelings regarding their chosen careers or community members and choose colors that express these emotions using tempera paint sticks and crayons. This will incorporate Social and Emotional Learning (SEL) by exploring how colors can represent emotions. After finishing their artwork, they will present their pieces to the class, explaining their color choices and how these represent their feelings about their roles in their community.
The goal is to promote empathy, improve communication skills, enhance self-awareness and emotional intelligence, and foster a sense of community in the classroom.
Day One: Through guided discussions, students will identify and appreciate the diverse jobs that help shape and improve their society through the artwork history, culture, and artistic techniques of artist Thelma Johnson Streat, focusing on her colorful "Medicine and Transportation" mural, which depicts various community roles and their significance to society. The program aims to inspire students to consider the diverse roles within their communities, such as plumbers, painters, custodians, and other essential workers. Students will then create artwork illustrating the role they envision for themselves or someone they admire, like a family member or community member, using pencils and crayons.
Day Two: Students will think about their feelings regarding their chosen careers or community members and choose colors that express these emotions using tempera paint sticks and crayons. This will incorporate Social and Emotional Learning (SEL) by exploring how colors can represent emotions. After finishing their artwork, they will present their pieces to the class, explaining their color choices and how these represent their feelings about their roles in their community.
The goal is to promote empathy, improve communication skills, enhance self-awareness and emotional intelligence, and foster a sense of community in the classroom.
Caregivers can help distribute materials and brainstorm with students.
Grade 1
Grade 1: Reading Standards for Literature: Key Ideas and Details #2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Grade 1: Social Studies: Dimension1: INQ K"“2.3 Identify facts and concepts associated with a supporting question.
Grade 1: Visual Art: Presenting: Anchor Standard 5: Develop and refine artistic techniques and work for presentation. Ask and answer questions such as where, when, why, and how artwork should be prepared for presentation or preservation.
Grade 1: Visual Art: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Engage collaboratively in exploration and imaginative play with materials.
Grade 2
Grade 2: Reading Standards for Literature: Key Ideas and Details #2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Grade 2: Social Studies: ECO 2.3 Describe the goods and services that people in the local community produce and those that are produced in other communities.
Grade 2: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work: Brainstorm collaboratively multiple approaches to an art or design problem.
Grade 2: Creating: Anchor Standard 2: Anchor Standard 2: Organize and develop artistic ideas and work: Experiment with various materials and tools to explore personal interests in a work of art or design.
Grade 3
Grade 3: Reading Standards for Literature: Key Ideas and Details: #3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Grade 3: Social Studies: ECO 3.3 Explain why individuals and businesses specialize and trade.
Grade 3: Visual Art: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work: Elaborate on an imaginative idea.
Grade 3: Visual Art: Creating: Anchor Standard 2: Anchor Standard 2: Organize and develop artistic ideas and work: Create personally satisfying artwork using a variety of artistic processes and materials.
Grade 4
Grade 4: Reading Standards for Literature: Key Ideas and Details: #2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Grade 4: Social Studies: ECO 4.3 Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services.
Grade 4: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work: Brainstorm multiple approaches to a creative art or design problem.
Grade 4: Creating: Anchor Standard 2: Organize and develop artistic ideas and work: When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and other.
Grade 5
Grade 5: Reading Standards for Literature: Key Ideas and Details #3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Grade 5: Social Studies: ECO 5.2 Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services.
Grade 5: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work: Combine ideas to generate an innovative idea for art-making.
Grade 5: Creating: Anchor Standard 2: Anchor Standard 2: Organize and develop artistic ideas and work: Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment.
Grade 6
Grade 6: Global Interconnections: GEO 6–7.9 Analyze the ways in which cultural and environmental characteristics vary among various regions of the world.
Grade 6: Strand: 6-12 Speaking and Listening Standards: Cluster 1: Comprehension and Collaboration: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Grade 6: Visual Arts: Connecting: Anchor Standard: 10. Synthesize and relate knowledge and personal experiences to make art.
Grade 6: Visual Arts: Investigate: Anchor Standard 2: Organize and develop artistic ideas and work. VA:Cr2.1.6a Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.
Grade 7
Grade 7: Global Interconnections: GEO 6–7.9 Analyze the ways in which cultural and environmental characteristics vary among various regions of the world.
Grade 7: Strand: 6-12 Speaking and Listening Standards: Cluster 1: Comprehension and Collaboration: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Grade 7: Visual Arts: Connecting: Anchor Standard: VA:Cn10.1.7.a - Individually or collaboratively create visual documentation of places and times in which people gather to make and experience art or design in the community.
Grade 7: Visual Arts: Investigate: Anchor Standard 2: Organize and develop artistic ideas and work. VA:Cr2.1.7a: Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design.
Grade 8
Grade 8: Global Interconnections: GEO 6–7.9 Analyze the ways in which cultural and environmental characteristics vary among various regions of the world.
Grade 8: Strand: 6-12 Speaking and Listening Standards: Cluster 1: Comprehension and Collaboration: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Grade 8: Visual Arts: Connecting: Anchor Standard: VA:Cn10.1.8.a - Make art collaboratively to reflect on and reinforce positive aspects of group identity.
Grade 8: Visual Arts: Investigate: Anchor Standard 2: Organize and develop artistic ideas and work. VA:Cr2.3.8a Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge in the process of art- making or designing.
