Community Totem Poles
Rebecca Lindblade
Email: [email protected]
Date: April 2014
Grade Level: 6th grade
Time to Complete: 7-8; 45 minute class periods
**In ADEPT format guidelines for Black Water Middle School**
SC Standard/Common Core Standard:
VA6-1.1 Identify the materials, techniques, and processes used in a variety of artworks.
VA6-2.2 Describe the ways in which the elements and principles of design are used in a particular work of art and the ways in which their use expresses the artist’s ideas.
VA6-3.2 Select and use subject matter, symbols, ideas, and elements and principles of design to communicate meaning through his or her own art-making
VA6-4.3 Demonstrate visual literacy by deconstructing artworks to identify and discuss the elements and principles of design that are used in those works.
Academic Vocabulary:
Shape
Form
Slab-building
Score-and-slip
Totem pole
Haida
Native American
Mexican
African
Japanese
Community
Culture
STUDENT OUTCOME: You will learn….
· Recreate a Haida symbol from Native American Culture using markers and construction paper
· Create a Haida symbol that represents the culture and community they live in
· Create a class totem pole using their own Haida symbols they have created through slab techniques
Bellwork: Students will be introduce to the importance of community within cultures throughout the world including Japan, Mexican, African, and Native American cultures.
BEFORE: Energize Learning
Students will write a quick paragraph answering the question “How would you describe the community within your own culture?”
(Whole class discussion)
DURING: (Teacher) New Information/Introduce content
- Teacher will lecture on the importance of community within different cultures throughout the world.
- Students will learn about Haida symbols and what they represent for Native American culture
(Discussion, Visual Examples)
DURING: (Student) Applying Knowledge
- Students will choose a Haida symbol of their choice and sketch the symbol onto 8 ½ x 11” paper
- Students will then create their final on paper grocery bags using markers
- Once Students are done with their Haida symbol drawing they will begin to create and sketch their own haida symbol to represent their own community and culture
- Teacher will demonstrate slab building and score-and-slip technique and then the students will create their own totem using their sketch: Students will be graded on the use of shape and form within their totem, Totem is no bigger than 4” tall and 3-4” wide, the overall totem is neat and clean
(Correction and Praise)
AFTER: Generalize/Summarize
Critique with students/final paragraph explaining their own totem
Photograph student work
Assessment/Performance Task:
Grading Rubric
Click Here for Student Examples
Email: [email protected]
Date: April 2014
Grade Level: 6th grade
Time to Complete: 7-8; 45 minute class periods
**In ADEPT format guidelines for Black Water Middle School**
SC Standard/Common Core Standard:
VA6-1.1 Identify the materials, techniques, and processes used in a variety of artworks.
VA6-2.2 Describe the ways in which the elements and principles of design are used in a particular work of art and the ways in which their use expresses the artist’s ideas.
VA6-3.2 Select and use subject matter, symbols, ideas, and elements and principles of design to communicate meaning through his or her own art-making
VA6-4.3 Demonstrate visual literacy by deconstructing artworks to identify and discuss the elements and principles of design that are used in those works.
Academic Vocabulary:
Shape
Form
Slab-building
Score-and-slip
Totem pole
Haida
Native American
Mexican
African
Japanese
Community
Culture
STUDENT OUTCOME: You will learn….
· Recreate a Haida symbol from Native American Culture using markers and construction paper
· Create a Haida symbol that represents the culture and community they live in
· Create a class totem pole using their own Haida symbols they have created through slab techniques
Bellwork: Students will be introduce to the importance of community within cultures throughout the world including Japan, Mexican, African, and Native American cultures.
BEFORE: Energize Learning
Students will write a quick paragraph answering the question “How would you describe the community within your own culture?”
(Whole class discussion)
DURING: (Teacher) New Information/Introduce content
- Teacher will lecture on the importance of community within different cultures throughout the world.
- Students will learn about Haida symbols and what they represent for Native American culture
(Discussion, Visual Examples)
DURING: (Student) Applying Knowledge
- Students will choose a Haida symbol of their choice and sketch the symbol onto 8 ½ x 11” paper
- Students will then create their final on paper grocery bags using markers
- Once Students are done with their Haida symbol drawing they will begin to create and sketch their own haida symbol to represent their own community and culture
- Teacher will demonstrate slab building and score-and-slip technique and then the students will create their own totem using their sketch: Students will be graded on the use of shape and form within their totem, Totem is no bigger than 4” tall and 3-4” wide, the overall totem is neat and clean
(Correction and Praise)
AFTER: Generalize/Summarize
Critique with students/final paragraph explaining their own totem
Photograph student work
Assessment/Performance Task:
Grading Rubric
Click Here for Student Examples