Mrs. Jamie's lesson plan
Click the title, "Mrs. Jamie's Lesson Plan" to link to the youtube video of this lesson!!!
lesson theme
Art and Social Studies - The 50 States
grade level
4th Grade
time
30 Minutes
lesson overview
The students will be creating a State Stamp. Within this stamp they will gain the knowledge of the different geographic features that are throughout the United States. The students will also use the element of composition to create a landscape that their state bird and state flower can live in.
visual culture component/relevance
Using the United States postage stamp as inspiration, the students will be able to create the form of a stamp. Using the landscapes that are found in the states of which they are from, the students will demonstrate their knowledge of the land features in the back ground of their stamps.
art standard
Creating Works of Visual Art
Standard 1: The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of visual art.
VA4-1.4 Select and use the most effective materials, techniques, and processes
to communicate his or her ideas, experiences, and stories through works
of visual art.
Using Structures and Functions
Standard 2: The student will use composition and the elements and principles of design to communicate ideas.
VA4-2.3 Use visual structures and functions of art to create artworks that
communicate ideas.
VA4-2.4 Describe the ways that his or her use of organizational principles and
expressive features evoke the ideas he or she intended to convey in a
work of visual art.
Exploring Content
Standard 3: The student will examine the content of works of visual art and use elements from them to creating his or her own works.
VA4-3.2 Select and use subject matter, symbols, ideas, and the elements and
principles of design to communicate meaning through his or her artmaking.
VA4-3.3 Discuss the ways that choices of subject matter, symbols, and ideas
combine to communicate meaning in his or her works of visual art.
Making Connections
Standard 6: The student will make connections between the visual arts and
other arts disciplines, other content areas, and the world.
VA4-6.1 Identify similarities and connections between the visual arts and other
subjects in the school curriculum.
Standard 1: The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of visual art.
VA4-1.4 Select and use the most effective materials, techniques, and processes
to communicate his or her ideas, experiences, and stories through works
of visual art.
Using Structures and Functions
Standard 2: The student will use composition and the elements and principles of design to communicate ideas.
VA4-2.3 Use visual structures and functions of art to create artworks that
communicate ideas.
VA4-2.4 Describe the ways that his or her use of organizational principles and
expressive features evoke the ideas he or she intended to convey in a
work of visual art.
Exploring Content
Standard 3: The student will examine the content of works of visual art and use elements from them to creating his or her own works.
VA4-3.2 Select and use subject matter, symbols, ideas, and the elements and
principles of design to communicate meaning through his or her artmaking.
VA4-3.3 Discuss the ways that choices of subject matter, symbols, and ideas
combine to communicate meaning in his or her works of visual art.
Making Connections
Standard 6: The student will make connections between the visual arts and
other arts disciplines, other content areas, and the world.
VA4-6.1 Identify similarities and connections between the visual arts and other
subjects in the school curriculum.
Social studies standard
GRADE FOUR: United States Studies to 1865
Standard 4-6: The student will demonstrate an understanding of the causes, the course, and the
effects of the American Civil War.
4-6.1: Explain the significant economic geographic differences between the North and the South.
Standard 4-6: The student will demonstrate an understanding of the causes, the course, and the
effects of the American Civil War.
4-6.1: Explain the significant economic geographic differences between the North and the South.
lesson objectives
- The students will be able to list the land features of the United States
- Students will be able to differentiate between southern landscapes, coastal landscapes, and northern landscapes.
- Students will be able to identify the state bird and flower of the states that were constructed in class.
- Students will be able to develop a composition using a background, middle ground and foreground.
- Students will be able to demonstrate their knowledge of how to add elements to a composition to improve the overall appearance.
vocabulary
- Line - the path of a moving point.
- Space - organizes elements in a composition.
- Color - the outward appearance of an object and the light and shadows that reflect on and off of it.
- Emphasis - is given to a center-of-interest, which might be the largest, brightest, or lightest subject.
- Contrast - shows differences between the elements of art, which are: line, color, shape, value, space, and texture.
- Balance - is achieved when no one part of the artwork seems too heavy visually or overpower any other part of the artwork.
- Unity - the harmony of all the visual elements in a composition.
- Proportion - the relationships whether it is one part to the whole or one part to another part.
- Variety - using different sizes, colors, and textures within one composition.
- Rhythm - repeated use of similar elements such as color, line, or shape - the smooth transition from one part to another.
- Geographic Location - Identify a point or an area on the Earth's surface or elsewhere
- Landscape - the landforms of a region along with the physical features such as mountains, lakes, and rivers. It also is described using buildings and other constructional elements.
historical/cultural/artist information
Portraits made with postage stamps
Collecting postage stamps isn’t exactly a new hobby, making portraits out of stamps however, does give the story a twist. British artist Peter R. Mason makes use of thousands of stamps to create each of these brilliant portraits. The process requires quite an attention to detail, and lots of hardwork. Mason starts off by drawing the image on a canvas, and then dividing it into numerous stamp-sized squares. The stamps are then carefully removed from their envelopes, and sorted by design, color and post mark pattern before they can be glued on to the canvas to create these pixilated postage stamp portraits.
Collecting postage stamps isn’t exactly a new hobby, making portraits out of stamps however, does give the story a twist. British artist Peter R. Mason makes use of thousands of stamps to create each of these brilliant portraits. The process requires quite an attention to detail, and lots of hardwork. Mason starts off by drawing the image on a canvas, and then dividing it into numerous stamp-sized squares. The stamps are then carefully removed from their envelopes, and sorted by design, color and post mark pattern before they can be glued on to the canvas to create these pixilated postage stamp portraits.
Ayn Rand Postage Stamp
image descriptions
The images that will be shown to the class in the powerpoint will be:
- Map of 50 States
- Land Features map of the 50 States
- State Birds of 50 States
- State Flowers of 50 States
- State Flags of 50 States
- Picture of United States Postage Stamps
- Artist Examples
- Teacher Example
Teacher exemplar
questioning strategies
Questions that should be asked to the students to create a meaningful group discussion are:
- What do the symbols on the land features map indicate?
- What types of land features are in South Carolina?
- What types of land features are in the state you are from?
- What is the South Carolina state bird?
- What is the South Carolina state flower?
- What are stamps used for?
- What do these artists use stamps for?
- What other images could be created using those same techniques?
- What type of media are these artists using?
materials and preparation
1. Stamp Shaped Card-stock
2. Sharpees
3. Print out of State Bird and State Flower for each student's home state
4. Crayons
5. Glue
2. Sharpees
3. Print out of State Bird and State Flower for each student's home state
4. Crayons
5. Glue
Procedure
1. First, show the students the images of the United States and the landscapes of some of the states. Then, show the students the elements that make each state special, such as the state bird, state flowers, and state flags. Next, show the students the artist examples of how the artists use the stamps to create art work. Finally, show the students the teacher examplar and explain to them that they are going to create a stamp state. (4 minutes)
2. Hand out the stamp paper and print out of the state bird and state flower and their names on it to each student. Each student also will need crayons, sissors, glue, and a sharpee (3 minutes)
3. The students will then create their stamp outline with their sharpee that their landscape will be located in.
(2 Minutes)
4. The students will then create their landscape that is specific to their state that they are from. If they are from west virginia they need to have a mountain landscape, if they are from myrtle beach they need to have a beach landscape. (10 minutes)
5. The students will color the bird and flower they have on their print out and cut them out (5 minutes)
6. Then the students will take their cut outs of the flower and bird and glue them onto their landscape.
(3 minutes)
7. Finally they will label their stamp, in sharpee, with "USA" and the amount their stamp is worth, 46 cents, and write the name of their state some where on the stamp. (3 minutes)
2. Hand out the stamp paper and print out of the state bird and state flower and their names on it to each student. Each student also will need crayons, sissors, glue, and a sharpee (3 minutes)
3. The students will then create their stamp outline with their sharpee that their landscape will be located in.
(2 Minutes)
4. The students will then create their landscape that is specific to their state that they are from. If they are from west virginia they need to have a mountain landscape, if they are from myrtle beach they need to have a beach landscape. (10 minutes)
5. The students will color the bird and flower they have on their print out and cut them out (5 minutes)
6. Then the students will take their cut outs of the flower and bird and glue them onto their landscape.
(3 minutes)
7. Finally they will label their stamp, in sharpee, with "USA" and the amount their stamp is worth, 46 cents, and write the name of their state some where on the stamp. (3 minutes)
Assessment
Students will be expected to demonstrate:
- The outline of the stamp
- Landscape that is specific to their state's geographical location
- State bird and state flower placed in a pre-determined location on the landscape
- The labels of USA, the amount the stamp is worth, and the state's name are clearly visible on the front of the stamp.
- The name of the state, the name of the state bird, and the name of the state flower, along with the students name are clearly displayed on the back of the stamp.
Resources
Mrs. Brown's Art Class
4th Grade Art Lessons
Design a Stamp for your State
Things you could include:
*name of state*
*price of stamp*
state bird
state flag
state tree
state insect
state motto
landscape
famous info
*Draw a border around the outside of your stamp first!
PENCIL à SHARPIE à CRAYON
As an extension of their "50 States" unit students each designed their own postage stamp to go along with their state. The postage stamps were done on large scale stamp-shaped cardstock. For their drawings they were instructed to fill the entire space, and also consider what is important about their state that could be represented on the stamp.
Materials:
stamp shaped paper (available online), pencils, Sharpie markers, crayons
4th Grade Art Lessons
Design a Stamp for your State
Things you could include:
*name of state*
*price of stamp*
state bird
state flag
state tree
state insect
state motto
landscape
famous info
*Draw a border around the outside of your stamp first!
PENCIL à SHARPIE à CRAYON
As an extension of their "50 States" unit students each designed their own postage stamp to go along with their state. The postage stamps were done on large scale stamp-shaped cardstock. For their drawings they were instructed to fill the entire space, and also consider what is important about their state that could be represented on the stamp.
Materials:
stamp shaped paper (available online), pencils, Sharpie markers, crayons
reflection and images from my teaching
I had fun making this video.
If I could do it again I would try to have students that I could teach the lesson too so that I could have examples of what the kids could actually make.
If there was more time, I would like to have shown the students a geological map that would show them the land features through out the United States so that they could understand that some states have more than one type of land feature within them. I also would like to show them the different types of land features such as volcanos and waterfalls.
If I could do it again I would try to have students that I could teach the lesson too so that I could have examples of what the kids could actually make.
If there was more time, I would like to have shown the students a geological map that would show them the land features through out the United States so that they could understand that some states have more than one type of land feature within them. I also would like to show them the different types of land features such as volcanos and waterfalls.