Context: This artifact was created during my Student Teaching placement and was taught to Mrs. McCutcheon's fourth grade class at Glenn C. Marlow Elementary.
Impact: This lesson has allowed students to meet the following NCSCOS Objectives: S.S.: 1.04 Evaluate ways the people of North Carolina used, modified, and adapted to the physical environment, past and present. 1.05 Assess human movement as it relates to the physical environment. 2.04 Describe how different ethnic groups have influenced culture, customs and history of North Carolina. 3.04 Compare and contrast ways in which people, goods, and ideas moved in the past with their movement today. 5.02 Describe traditional art, music, and craft forms in North Carolina. English: 3.05 Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts, and/or maps. 3.06 Conduct research for assigned projects or self-selected projects (with assistance) from a variety of sources through the use of technological and informal tools (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks). 5.09 Create readable documents through legible handwriting (cursive) and/or word processing. Art: 2.02 Use additional art media, techniques and processes which may include: Cut paper - complex symmetrical folding and cutting; 5.01 Recognize that art can serve more than one purpose and/or function in a given culture. 6.01 Describe how people's experiences influence the development of specific artworks.
4.10 Use technology as a tool to gather, organize, and present information.
Alignment:
This artifact has enabled me to meet the following NCDPI Teacher Standards:
Standard 6, Indicator 1: By including a class discussion on line, color, contrast, foreground, and textiles, I am showing my knowledge of art terms and phrases. I am teaching students art terms that they can easily compare between the works of art.
Standard 6, Indicator 2: I have met this standard by introducing students to Faith Ringgold, a contemporary, African American artist, who creates quilts and other artwork. We also discussed quilting as an art form in the mid-1800's.
Standard 11, Indicator 2: By incorporating both literature and art into this Social Studies lesson I am enhancing students' understanding of the humanities and the role they play. Students will be able to see that art, literature, and music are important because they give people a way to express themselves, especially during troubled times. Art, literature, music, and dance were all very important during the 1800's and influenced many modern movements.
Standard 11, Indicator 4: By requiring students to measure paper and use specific lines in their quilt squares I am integrating measurement and geometry into this Social Studies lesson.
Standard 12: Because I have students creating their own, original quilt squares, I am incorporating art into the Social Studies curriculum. By letting students be creative, design their own square, and use various techniques to create the quilt, I am incorporating art objectives for fourth grade.
Please wait...