Author

Ms. Shea McKnight and Mr. John Malone

Title

Grade Level

7-9

Subject Area

Art

Overview of unit/lessons/activities (assumptions of prior knowledge/learning)

Objectives:

1. Students will observe and study their hand and then draw it as accurately as possible on the computer in paint.  Students can hold their hand up to the monitor as a guide to follow.

2. Students will choose different environmental aspects of our world and draw them on their hands. 

3. Students will show our world in terms of multicultural awareness.

4. Students will show our world in respect to space.

Correlations to ICT and curriculum outcomes

Art Education Outcomes:

GCO 3:  Students will be expected to demonstrate critical awareness of value for the role of the arts in creating and reflecting culture.

1. Recognize and describe the role of the visual arts in challenging, sustaining, and reflecting society's beliefs and traditions.

GCO 4:  Students will be expected to respect the contributions to the arts of individuals and cultural groups in local and global contexts, and value the arts as a record of human experiences and expression.

1. Develop an appreciation of diversity among individuals as reflected in their work.

2. Recognize the existence of a variety of visual languages that reflect cultural, socio-economic, and national origins.

GCO 5:  Students will be expected to examine the relationship among the arts, societies, and environments.

1. Demonstrate an understanding of how individual and societal values affect our response to visual art.

GCO 7:  Students will be expected to understand the role of technologies in creating and responding to expressive works:

1. Create images that solve complex problems that take into consideration form and function, and understand the value of looking for alternative solutions.

2. Evaluate and use various media and technological processes for their sensory qualities and ability to convey messages and meaning.

3. Realize the direct influence expanding technology has had and continues to have on the individual and society.

    

    

ICT Outcomes:

CT 9.1 (relates to 6.3, 6.5) use language, in a range of aural, print, media, and electronic forms to explore and express their
perceptions, feelings, ideas and attitudes; refine their thinking; and interact, negotiate, and collaborate with others in order to build their understanding

CT 9.3 (relates to 6.1-6.5) critically evaluate how style, form, source, and medium influence the accessibility, validity and meaning of information with independence

PTS 9.2 (relates to 6.1, 6.2, 6.4, 6.5) explore curriculum concepts under study using specialized software; measuring, sampling and recording equipment; and computer-based simulations, with teacher assistance

PTS 9.3 (relates to 6.1, 6.2, 6.4, 6.5, 6.7) explore the curriculum through a wide range of print and electronic forms; accessing and processing information by means of the specialized techniques associated with the technology they select

Projected timeline for preparation and for carrying out activities

Opening Activity: Discussion of multicultural diversity and demonstration on mixing flesh tones with paint reflecting our diversity .5 hours

3.5 hours on computer.

Equipment Requirements: (computers, software, etc)

Computer

Paint Software

Teaching materials provided (Blacklines, worksheets, templates, teacher materials)

• Water-based paint (flesh tones)

• Paper

Resources available for teacher/student use (websites, references, etc)

•  Paint Software
• Paint.Net

Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)

Opening Activity:

1. Discussion of multicultural diversity (Teacher may choose to lead this discussion how they see fit).

2. Mixing flesh tones with water-based paint.  Show students how to achieve different hues. 

The Multicultural Hand:

1. Students log onto the computer and open the paint program

2. Students observe their hand and draw it in the paint software. (Students may want to hold their hand up to the monitor as a guide)

3. Students paste in an image of the world onto the back of the hand. (Students and teachers should be aware of the ethical and professional responsibility of securing the permission of image owners for use of their work when incorporating such work as the image of the world used here.)

4. Students use paint tools in conjunction with found images from the internet to create a final product.

Student products expected

Multicultural Hand on Paint

Samples (include teacher notes, assessment information, student work if available)

Example of Multicultural World

Logistics (organization, grouping, management issues, access to technology)

Book Computer Lab/Pod

Assessment information (e.g., rubrics for products and/or process)

You may want to apply the RUBRIC by J. Malone or use one of your own design.

Possible extensions

Display, present and describe art work.