Grade: 2nd Community Book

Lesson Title:!
Community Book!
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Lesson Week - #:!
2/11 - L#1!
2/18 - L#2!
2/25 - L#3!
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Standards:!
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L#1 —
- 2PE Distinguish the subject matter and artistic style of two or more visual artists.
- 7PE Generate art making ideas from their daily experiences and the environment
- 6PR Use visual art materials to express an idea that reflects their own social or
cultural identity.
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L#2 —

- 1PR Demonstrate increasing skill and craft in the use of art tools and materials with
attention to their diverse qualities.

- 4PR Demonstrate flexibility in their creative processes and use of art materials.
- 6PR Use visual art materials to express an idea that reflects their own social or
cultural identity.

L#3 —

- 3PE Compare the form, materials and techniques in selected works of art using
descriptive language.

- 3PR Create artworks based on imagination and observation of familiar objects and
scenes.

- 3RE Relate the subject matter and ideas in their own artworks to those in the works
of others.

Essential Questions / I can statements (What do you want them to know?):!

- What/who makes my community?!
- How can I tell a story about my community in my art work?!
- How can I create artwork that fits into a larger collaborative piece?!
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L#1—!
- I can brainstorm about members of my community.!
- I can plan to make art work to represent my community.!
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Grade: 2nd Community Book

L#2 —!
- I can produce an art page to add to the story about my community.!
- I can work in collaboration by connecting my art work to others.!
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L#3 —!
- I can complete my art page to tell the story of someone in my community.!
- I can connect my art piece to a larger collaborative art work.!
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Central Focus (What is your goal teaching this lesson, what will they accomplish, what
is your next step?)!
Students have been building skills to work on individual care art pieces, they are able to
access art material and plan how to execute work they care about. Students will look at
and reflect on artist Aminah Robinson to make connections to creating art work about
their community. Students will work to create a plan about someone they want to
represent in their community in the form of an accordion art book similar to the Aminah
Robinson book presented in class. Each student will be creating a page of the book
which will later be tied together, a classroom community working in collaboration to tell a
story about their community. !
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Vocabulary (What words will you use? Focus is in bold):!
Community!
Mixed Media!
Line!
Collaboration!
Accordion Art Book!
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Material (What do you need prior to teaching? Resources/supplies):!
L#1:!
- Aminah Robinson Book!
- Plan page to represent community person!
- Page with line!
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L#2:!
- Cardboard to mount page!
- Material to decorate page (open centers)!
- Faith Ringgold reference!
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L#3:!
- Yarn to connect pages!
- Material to finish decorating!
- Plan for cover of book!
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Grade: 2nd Community Book

Classroom steps (Start - Do - Finish / How are you going to accomplish your goal?)!
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L#1:!
Start: Students are greeted as they enter classroom. They are introduced to artist
Aminah Robinson and shown her accordion book. Students consider style of no sky for
background and focus on community member in center of page. !
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Do: Students brainstorm at seats using guided worksheet over important community
member they wish to create an art page about, they then are checked off by teacher
before receiving their project page. Once page is received they can begin outlining their
piece.!
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Finish: Students share with class who they plan to create a page about and what
material they would like to use for it.!
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L#2:!
Start: Students are greeted as they enter classroom. They are introduced to artist Faith
Ringgold. Students are shown how their piece will fit onto cardboard once they are
finished, at this point they can begin using wet medias in their work. Students are
reminded that the line of their pages will be connecting all of them together.!
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Do: Students begin working on their art page using media of choice. They are to fill the
background completely like Aminah Robinson example. Their person should be at the
center of the page, highlighted by size and placement.!
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Finish: Students share progress on art work and are demonstrated to how pages will
line up when they become connected.!
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L#3: !
Start: Students are greeted as they enter classroom. They are prompted to continue to
work on piece and reminded to fill background. They are shown once they are finished
they will mount their piece to cardboard and tie to another finished piece with yarn to
connect pages (station table). Difference between side by side and over lap are shown
when connecting pages, we are looking for side by side work for book to function.!
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Do: Students work to complete art work, they are then to mount piece on cardboard and
connect with yarn at connection station guided by teacher.!
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Finish: Students see book laid out in center of room and are invited to share what they
notice and how they contributed.!
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Assessment (How will they show understanding?):!
L#1: Students will show understanding by completing plan page on who they want to
represent.!
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Grade: 2nd Community Book

L#2: Students will show understanding by working around line on page that keeps
everyones work connected.!
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L#3: Students will show understanding by completing art work, mounting onto
cardboard and attaching appropriately to peers work with string.!
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What’s Next (What does this transition into for next lesson?):!
L#1: After students complete plan sheet and get checked by teacher they can begin
constructing their book page.!
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L#2: Students work to complete book page.!
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L#3: Students attach pages together to produce finished collaborative piece.!
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Grade: 2nd Community Book

Reflection (Notes on experience, what to consider, what to change):