Whole Schools Summer Institute, July 21, 2010

Lesson Plan for Motif Magic

Lesson Author: Janis Anderson

Lesson Title: Motif Magic: Using different kinds of lines in writing and design for teaching young children.

Target Audience: Teachers of pre-k-2 students (may b e adapted for others)

Essential Questions (Big Ideas):

How do artworks communicate ideas?

How do different arrangements of lines make particular shapes and letters?

How did Walter Anderson communicate using the seven motifs?

Why do the same lines seem to change their meaning when combined in a particular pattern?

How can talking about the seven motifs aid vocabulary?

How does decoration affect the meaning of an image?

Unit Questions:

How do the seven motifs help perception of letters and images?

Why does using different media help keep the practice of writing and drawing interesting?

Why can learning writing and drawing together aid each skill?

Lesson Vocabulary: straight line, half circle, circle, wavy line, zigzag line, s curve, spiral

Lesson Rational:

Using the seven motifs gives a simple and systematic way to begin to understand forming letters and images. Walter Anderson used this system to develop his style of drawing. The way lines are combined can change the way a shape looks thus changing its meaning in a composition. Combinations of lines form letters. Combinations of lines and shapes can evoke images. An image does not need to be a photographic representation of something to evoke a perception that a particular arrangement of lines stands for a particular thing. Visual rhythms can evoke feeling of movement and indicate context much the same way all of the words of a sentence can give a context to a particular word thus giving that word a particular meaning or nuance. Just as each thought is vitally interdependent for the wholeness of meaning of a story, each part whether line or shape will be important to make a whole meaning for an image. From the finished drawing whether image, design, or letter students can tell what kinds of lines and shapes they used and what thoughts and feelings they have about their work. Writing and drawing skills both depend on guided practice.

Approach: Learning activities

Experience the seven motifs as movement we can make and feel with our bodies. Size, speed, and direction of the movement can change the perception. Discuss how.

Introduce and make associations with the seven motifs. Find the motifs in the alphabet. Use different color to trace each motif. Make a border using motifs.

Find Motifs in Walter Andersons works.

As a group, use pipe cleaners to form motifs. Use these motifs to make detailed face to make a distinctive person. Discuss how the different choice of motifs influences the final designs.

Find and trace motifs found in the images of dogs or cats by tracing on to page protectors(clear plastic). Then put white sheet in place of page protector. Use traced results to draw dog or cat image on another piece of paper. Use motifs to make a border. Fill in background with words/letters and designs based on motifs.

Debrief answering unit and big idea questions. Discuss how frameworks are used.

Supplies needed: folders, handouts, crayons, markers, rulers, pencils, newsprint, assorted pipe cleaners( red, pink, brown, black, tan, yellow, orange, blue, green), evaluations, sign in sheet, CD and player, motif examples, WA artwork examples, images of dogs and cats, dry erase markers, page protector or (Clear plastic suitable to write on with dry erase markers)

White drawing paper, blue painters tape

Lesson Resources:

The Impact of Early Art Experiences on Literacy Development by Kathy Danko-McGhee & Rusian Slutsky

A Method of Creative Design by Adolf Best-Maugard

Art as Experience by John Dewey

Results (Learner objectives):

Know that the seven motifs is a system of design practiced by Walter Anderson. His style reflects the influence of this system.

Know that others have practiced this system for visual designs and for movement design.

Be able to combine the motifs in a variety of ways for designs and images. Be able to help young children use the seven motifs.

Be able to identify the seven motifs in the work of Walter Anderson and others. Teach young children to recognize the motifs in different kinds of visual work.

Appreciate that this system is based on archeological designs found on artifacts from many different cultures.

Appreciate through their own work and the work of the class that there are many “right” answers to express images and designs in artworks.

COMPETENCIES and Suggested Teaching Objectives: for kindergarten

1. Use a variety of basic materials and art media to produce works of art. (CP)

a. Begin to work cooperatively in producing works of art.

b. Use art materials, equipment, and facilities in a safe and responsible manner.

c. Select the appropriate tools and materials to produce a particular work of art.

d. Demonstrate manipulative skills by performing a variety of tasks (e.g., cutting, gluing, arranging, constructing, sorting, tracing, rubbing, folding, bending, modeling, coloring, painting, drawing, scribbling).

e. Experiment with different media (e.g., paint, clay, ink, crayons, finger-paint, chalk, markers, pencil).

f. Create symbols for common objects (e.g., people, vegetation, houses, animals).

g. Produce drawings to create original, meaningful images.

h. Produce works of art that express a personal experience or feeling.

2. Apply color, line, shape, texture, and pattern in works of art to communicate ideas. (CP)

c. Name and utilize different kinds of lines in works of art and in the environment.

d. Create original works of art using different colors, shapes, and lines.

e. Identify examples of texture and pattern in the environment, and begin to use them in artwork.

3. Know that different art media produce different effects. (CP)

a. Create works of art using a variety of different processes.

b. Utilize different materials to obtain various effects.

4. Recognize basic art vocabulary. (CA)

a. Utilize basic art vocabulary in describing student’s own work and others.

b. Utilize basic art vocabulary in describing art materials and processes.

5. Respond to different works of art through oral description. (CA)

a. Describe feelings and moods evoked while observing works of art (e.g., sadness, anger, loneliness, happiness, fright, friendliness, excitement, peacefulness).

b. Describe action in works of art (e.g. walking, running, falling, skipping, jumping).

6. Recognize the roles of artists in the community. (HC)

a. Recognize artists and art forms produced in family and community.

b. Recognize that artists create art as a profession and/or a hobby.

7. Recognize subject matter found in works of art and design. (HC, CA)

b. Recognize similar subject matter in works of art (e.g., people, buildings, animals, plants).

8. Recognize that environments affect art. (HC)

a. Recognize that works of art are created in different places.

b. Identify differences among works of art and recognize that sometimes art is different based on where it is made.

9. Recognize art objects. (A)

b. Know that people all over the world and all through time have made art.

c. Know that different people have different ideas about what art is.

10. Recognize that people value art. (A)

a. Know that works of art evoke a variety of different feelings.

b. Know that people have different opinions about art.

11. Recognize that the visual arts are a part of everyday life. (C)

a. Identify examples and uses of art and design in the classroom, school, and home.

b. Identify and name, images, and symbols used in communication, family traditions, and celebrations.

12. Recognize that the visual arts relate to other art disciplines. (C)

a. Identify one connection between the visual arts and another subject area in school.

b. Identify one connection between the visual arts and another arts discipline.

VISUAL ARTS

FIRST GRADE

CONTENT STRANDS:

Creating/Performing (CP) Critical Analysis (CA)

History/Culture (HC) Aesthetics (A)

Connections (C)

COMPETENCIES and Suggested Teaching Objectives:

1. Develop fundamental skills in using art media and processes to produce works of art. (CP)

a. Practice cooperative skills while creating works of art.

b. Use art materials and tools in a safe and responsible manner.

c. Select the appropriate tools and materials to produce a particular work of art.

e. Use various media (e.g., paint, clay, ink, crayons, finger-paint, chalk, markers, pencil) to express different emotions in a work of art.

f. Combine recognizable symbols for common objects (e.g., people, vegetation, houses, animals) to create an original expressive work of art.

g. Produce drawings to create recognizable and expressive images.

h. Know and apply media, tools, techniques, and forming processes (e.g., coil clay, produce a monoprint, mix primary colors to make secondary colors) to create an expressive work of art.

2. Apply color, line, shape, texture, balance, and pattern in works of art to communicate ideas. (CP)

a. Identify and name examples of primary colors and secondary colors in works of art and in the environment.

b. Associate foreground, background, and middleground with a work of art.

c. Identify examples of color, line, shape, balance, texture and pattern in works of art and design as well as in the environment.

d. Create original works of art using color, line, shape, balance, texture and pattern.

2003 Mississippi Visual and Performing Arts Framework

3. Recognize the different effects obtained by using basic art media and

processes. (CP)

a. Name the materials and processes that are used to create works of art.

b. Select appropriate processes to produce a particular work of art.

4. Understand and use basic art vocabulary. (CA)

a. Utilize art terms in speaking and writing to describe their own art work and work of others.

b. Utilize art terms in speaking and writing to describe materials and processes.

5. Know that different works of art that evoke various descriptions and

responses.(CA)

a. Know that works of art depict certain feelings.

b. Understand and respond to how an artist may have chosen to depict certain feelings.

c. Describe how the student’s own work depicts certain feelings.

6. Recognize that art varies throughout cultures, times, and places. (HC)

a. Demonstrate ability to select from a display of artwork, those works from the same culture.

b. Recognize that artwork can reflect the influence of its culture of origin.

7. Know that similar subject matter is found in works of art and design. (HC, CP,

CA)

a. Identify examples of similar subject matter in works of art.

b. Create artwork using subject matter from examples of art and design.

8. Know characteristics that identify works of art from a particular place. (HC)

a. Identify differences in artwork from various places.

b. Identify similarities in artwork from various places.

9. Recognize art in various forms. (A)

a. Know that forms can be similar or different according to the materials used.

b. Know that forms can be similar or different according to the purposes intended.

2003 Mississippi Visual and Performing Arts Framework

Visual Arts 21

10. Recognize differences in how people value art. (A)

a. Know how to communicate likes and dislikes concerning works of art.

b. Understand the importance of showing respect for own work as well as the work of others.

c. Know some places where artwork is displayed.

11. Recognize ways the visual arts are used as a part of everyday life. (C)

a. Identify examples and uses of visual arts in the school, home, and community.

b. Identify and name visual images used in daily life.

c. Identify various roles of artists (e.g., architect, sculptor, painter, graphic designer) in the community.

d. Know how the work of various types of artists is different.

12. Recognize ways the visual arts relate to other disciplines. (C)

a. Recognize that the visual arts are used in other subject areas.

b. Recognize that the visual arts are used in other arts disciplines.

Mississippi Language Arts Framework-Revised

Kindergarten 4 2006

3. The student will express, communicate, evaluate, or exchange ideas effectively.

b. The student will compose a description of a person, place, or thing. (DOK 3)

1) Compose drawings/visual images and orally describe compositions.

2) Compose oral descriptions of a familiar person, place, or thing.

d. The student will compose informational text about a familiar topic (e.g., families, animals, etc.). (DOK 3)

1) Compose class reports/charts about a familiar topic.

2) Functional texts (e.g., labels, notes, etc.).

4. The student will apply Standard English to communicate.

4) Develop handwriting skills

− Position paper in order to write in a left to right progression moving from top to bottom on the page

− Trace/draw recognizable shapes.

− Reproduce a visual pattern.

− Trace, copy, and generate letters.

− Write first and last name legibly.

First grade

3. The student will express, communicate, evaluate, or exchange ideas effectively.

b. The student will compose a description of a person, place, or thing. (DOK 3)

1) Compose drawings/visual images and orally describe.

2) Compose oral and written descriptions of a familiar person, place, or thing.

8) Develop handwriting skills.

− Position paper in order to write in a left to right progression moving from top to bottom on the page.

− Write first and last name legibly.

Language arts /Second Grade

d. The student will analyze, interpret, compare, or respond to increasingly complex literary text, literary nonfiction, and informational text, citing text-based evidence. (DOK 3)

1) Interpret text through moving, drawing, speaking, acting, or singing.

2) Make connections between self and characters and events in text.

3) Compose visual images.

3. The student will express, communicate, or evaluate ideas effectively.

Motif Magic – Janis Anderson – 2010 Whole Schools Institute Page 6