Standards-Based Outcomes (MDE):
English Language Arts:
IX. Inquiry and Research
Content Standard IX, 11: All students will define and investigate important issues and problems using a variety of resources, including technology, to explore and create texts.
1. Generate questions about important issues that affect them or topics about which they are curious, and use discussion to narrow questions for research.
X. Critical Standards
Content Standard X, 12: All students will develop and apply personal, shared, and academic criteria for the enjoyment, appreciation, and evaluation of their own and others’ oral, written, and visual texts.
5. Recognize that the style and substance of a message reflect the values of the communicator.
Social Studies:
IV. Economic Perspective
Content Standard IV, 1: All students will describe and demonstrate how the economic forces of scarcity and choice affect the management of personal financial resources, shape consumer decisions regarding the purchase, use, and disposal of goods and services, and affect the economic well-being of individuals and society. (Individual and Household Choices)
2. Identify the opportunity costs in personal decision making situations.
V. Inquiry
Content Standard V, 2: All students will conduct investigations by formulating a clear statement of a question, gathering and organizing information from a variety of sources, analyzing and interpreting information, formulating and testing hypotheses, reporting results both orally and in writing, and making use of appropriate technology. (Conducting Investigations)
1. Pose a social science question about Michigan or the United States.
2. Gather and analyze information using appropriate information technologies to answer the question posed.
Arts Education:
I. Performing- Visual Arts
Content Standard I, 1: All students will apply skills and knowledge to perform in the arts.
21. Use materials, techniques, media technology, and processes to communicate ideas and experiences.
22. Use materials and tools safely and responsibly.
23. Use visual characteristics and organizational principals of art to communicate ideas.
24. Be involved in the process and presentation of a final product or exhibit.
II. Creating- Visual Arts
Content Standard II, 2: All students will apply skills and knowledge to create in the arts.
16. Apply knowledge of materials, techniques, and processes to create artwork.
17. Apply knowledge of how visual characteristics and organizational principles communicate ideas.
18. Explore and understand prospective subject matter, ideas, and symbols for works of art.
20. Know different purposes of visual art to creatively convey ideas.
III. Analyzing in Context- Visual Arts
Content Standard III, 3: All students will analyze, describe, and evaluate works of art.
22. Identify various purposes for creating works of visual art.
24. Describe and compare the characteristics of personal artwork.
25. Understand how personal experiences can influence the development of artwork.
IV. Arts in Context- Visual Arts
Content Standard IV, 4: All students will understand, analyze, and describe the arts in their historical, social, and cultural contexts.
3. Demonstrate how history, culture, and visual arts can influence each other in making and studying works of art.
V. Connecting to Other Arts, Other Disciplines, and Life- Visual Arts
Content Standard V, 5: All students will recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life.
12. Explain how visual arts have inherent relationships to everyday life.
13. Identify various careers in the visual arts.
14. Understand and use comparative characteristics of the visual arts and other arts disciplines.
Prior Knowledge:
- Students must be familiar with basic drawing and painting.
- Students must be familiar with basic human body parts: head, neck, trunk, shoulders, joints, pelvis, thighs, shins, feet, upper arms, forearms, and hands.
- Students must be familiar with basic shapes: circle, square, rectangle, triangle, and oval.
- Students must recognize the concepts of three-dimensional, foreground, and background.
- Students have minimal lettering skills.
- Students must understand a variety of names for clothing including hat, coat, shirt, tie, slacks, dress, shoes, lab coat, uniform, and more. Students also understand accessories to clothing including briefcase, purse, tool belt, and more. Students understand the differences between professional, corporate casual, uniformed, casual, and safety dress for work.
- Because students are involved in the DARE program, they understand the connection between making good choices and success in the work world.
Cue Set:
- The teacher leads a class discussion with the following questions:
- What will you be like and look like in 20 years?
- What careers appeal to you?
- What careers do your parents wish you to choose?
- What are your likes and dislikes, and which careers can accommodate them?
- What are the connections between your own personality, personal inventory, and a future career? (The group discusses examples.)
- What does DARE teach regarding choices? How does making good choices affect the work world or a career choice?
- The teacher then asks the students to close their eyes and visualize themselves in twenty years being involved in careers and in worksites.
Best Shot Instruction:
- Under the direction of the media teacher in the computer lab, students use Career-O-Rom-A interactive software to investigate various careers in which they are interested. Students also learn about the clothing associated with their career choices and workplaces. Students list ten careers which still appeal to them after their research.
- At home and with the guidance of their parents, students choose two of the ten careers and record them on the career sheets. Afterwards parents read and sign the sheets.
- In the art room under the direction of the art instructor, students discuss the human figure, the proportions of its parts, and the relationship between its parts and basic shapes. The teacher shows examples of figures drawn with these basic shapes. Students trace the human figure examples onto worksheets to see the shapes and proportions.
- Students then eraser draw human figures onto 12” x 18” white drawing paper. They draw the figures in pencil over the eraser drawings. Students clothe the figures as they themselves will appear in their future careers, with hair and accessories included but faces left blank.
- Students double letter their first names as well as the names of their careers into their drawings. Students then draw their workplaces as the backgrounds. When they have completed their pencil drawings, the students black marker them.
- Parent volunteers transfer the students’ drawings onto mural paper by using an opaque projector or presenter and thick black markers. The mural may have a park, high rise building, bridge, college, or other setting. It is then attached to the stage backdrop.
- Next students paint their individual artworks with tempera paints.
- Each student receives a packet from the High School Career Center containing printouts from the MOISCRIPT and USA Explorer Browser software of his/her two career choices. These packets are taken home for career discussion.
Reteaching and Enrichment:
- The mural is photographed in school with the digital camera, put on the classroom computer and monitor, and discussed. Students evaluate the process and the workmanship of the project as a whole. Students discuss suggestions for improving the process and the workmanship, using the art vocabulary of figure drawing and mural making.
- Students explore careers on the World Wide Web using MOISCRIPT in the computer lab.
Review and Closure:
- The mural is the backdrop for the fifth graders’ DARE program graduation ceremony. Students are photographed with their mural at the ceremony and afterwards on stage with their families.
- Students discuss the product and the process with their families. They see how art has the unique potential for enriching lives simply because it has the power to delight. They also see how art, as well as DARE, relates to daily life.
- In addition, the students are able to discuss their two career choices at home with their families. They are able to refer to the MOISCRIPT and USA Explorer Browser printouts from the career center.
Assessment:
- Students monitor their own participation in each step of the mural creation by referring to a checklist.
- explore careers with Career-O-Rom-A
- identify ten careers
- discuss at home
- identify two careers and include parent signature
- trace figure
- eraser draw figure
- pencil draw figure
- clothe figure and include accessories
- double letter name, career
- worksite background
- black marker
- paint onto mural
- discuss mural
- DARE graduation
- career packet
- The teacher evaluates the student’s progress using both the completed checklist and observation:
- Student demonstrates problem-solving and technical skills in art production and strives for craftsmanship.
- Student knows the vocabulary and safe use of tools and equipment.
- Student gains a clearer concept of living with art, and expands his/her knowledge of careers.
- Student communicates about art using vocabulary pertaining to the visual arts.
- Student becomes aware of the criteria for judging his/her own and others’ art.
- Student respects the creations of others.
