COMMUNITY PRINTS

Unit Overview

Big Idea: Community

Content Statement: Students will explore the concept of community through the planning and creation of their own make-believe towns.

Objectives/Expected Learner Outcomes

Students will discuss the concept of community in terms of their own as well as others. They will talk about the different elements that make up a community and the parts of their own community that are most important to them. Students will then plan their own make believe towns, combining the aspects of community that they value most (i.e. home, school, parks, etc.). Once they have planned their communities, they will draw them on Styrofoam printing plates, print them, and collage them together.

Standards of Education

2.2 The student will describe and use steps of the art making process, including brainstorming, preliminary sketching, and planning, to create works of art.

2.6 The student will use foreground and background in works of art.

2.7 The student will depict objects according to size and proportion within works of art.

Student Group Targeted

2nd grade

Time Required

4-5, 40 minute sessions

Lesson 1

Materials and Resources- white construction paper, markers, resources: types of communities

Itinerary and Instructional Strategies

Key Terms

1. community

2. urban, suburban, and rural

3. contour/outline

4. proportion

Discussion/Questioning Strategies

What is a community? Why are communities important? What makes your community different from others (urban, suburban, rural)? What are the most important parts of your community to you and why?

Demonstration

Demonstrate contour drawings and instruct students to working with contour lines when planning their towns, as it will be important when drawing on their printing plates. Also instruct students to not use words, as it will be difficult to transfer them to printing plates in the following lesson.

Student Independent Practice

Students will plan their towns, both through writing and drawing. They will be encouraged to quietly talk with their tablemates about the community elements they choose to include in their towns. If students finish early, they will be allowed to free draw.

Closure

Clean up. Students will answer critical thinking questions (on tables) and/or have a chance to share their artwork, explaining with 2-3 sentences why they made the decisions they did.

Time Flow

10 minutes- Discussion/Questioning Strategies

20 minutes- Student Independent Practice

10 minutes- Closure

Evaluation Strategies

- Before moving from discussion to independent practice, student will be asked questions reviews concepts, vocabulary and assignment.

- Students will review critical thinking strategies on tables after clean up.

- Students should demonstrate in their work:

- An understanding of the different components that make up a community.

- The use of contour lines only in their illustrations.

Lesson 2

Materials and Resources- foam trays, ballpoint pens, scissors, community plans

Itinerary and Instructional Strategies

Key Terms

1. contour/outline

2. printmaking

3. printing plate

4. relief print

5. positive/negative space

Discussion/Questioning Strategies

What is a community? What are the most important parts of your community to you and why? What does printmaking mean? What is a relief print and how does it use positive and negative space?

Demonstration

Demonstrate how to use ballpoint pen to draw into Styrofoam plate. Re-emphasize the use of contour lines, drawing large, neatness and not using words. If students did any of these things in the previous lesson, just make sure they understand the corrections to be made. Also demonstrate how to “bubble cut” around their drawings to create individual printing plates or “stamps”.

Student Independent Practice

Students will use ballpoint pen to transfer their community plans to their Styrofoam printing plates and cut out individual buildings.

Closure

Clean up. If extra time occurs, students will answer critical thinking questions (on tables) and/or have a chance to share what they included in their towns.