Revive, Contemplate, and Integrate Lesson Plan. Your Name: Amanda Pellerin, Amanda Kodeck, and Pat Cruz Grade: 7

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1 Revive, Contemplate, and Integrate Lesson Plan Your Name: Amanda Pellerin, Amanda Kodeck, and Pat Cruz Grade: 7 Unit of Study: Social Studies/ Visual Arts Lesson Title: Modern Day Maps Goal/Purpose: Students and teachers will recognize the Walters and Young Audiences Artists as resource for learning about Islamic Art using the integration of art, social studies and technology. Visual Arts Content Standard : Social Studies Content Standard : 2.0 Historical, Cultural, and Social Context: Students will demonstrate an understanding of visual art as an essential aspect of human experience. Visual Arts Indicator(s): 3. Classify artworks by selected factors, including subject matter, style, and technique. Visual Arts Objective(s): b. Plan personal artworks that incorporate attributes of selected subject matter, styles, and techniques of various cultures and periods of art history 6.0 Social Studies Skills and Processes Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources. F. Analyze Social Studies Information Indicator: Social Studies Indicator: 1. Interpret information from primary and secondary sources. Social Studies Objectives: a. Interpret information in maps, charts and graphs b. Analyze a document to determine point of view. c. Analyze the perspective of the author to determine if the document or topic is historically significant. Common Core Standard(s) for English Language Arts and Literacy: Anchor: Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine the central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

2 Connected Objective(s): Students will analyze and interpret historic maps as inspiration as they plan and create a handmade tile map that incorporates subject matter, styles, and techniques of a specific culture and period in history. Vocabulary: Legend Compass Rose Compass Longitude Latitude Cartography Scale Color Contour Line Texture Symbol Positive and Negative Space Scraffito Glaze Bisque Fire Kiln Underglaze Materials and Resources for the Class: Art.thewalters.org Thewalters.org/teachers Finding Your Way printable Computers Hardieboard for each student 8.5 x 11 Clay slab for each student Underglaze & clay tools Pencils 8.5 x 11 Chart Paper Scissors Materials and Resources for the Teacher: Same as above Compass for each student Alphabet Stamps for labeling Cookie cutters for map symbols Inspiration Maps (visuals of sample maps) Prior knowledge: Art Form: Students should know the Elements of Art. Content Area: Students need to know the definition and elements of a map.

3 Procedures: 1. MOTIVATION: Students will visit the Walter s Integrating the Arts website. They will go specifically to the Islam section and then click on Social Studies. They will go to the circle which pictures a map. 2. Have students read the section on maps and the life of cartographer, Piri Reis. 3. Display some of the maps that Piri Reis created under the Browse Maps section. If possible, find a map with a familiar location (i.e. Nile river) then display a modern day map of the same location. Discuss how the maps are similar and different. Discuss the geographical features as well as the elements of the map (the compass rose, the symbols, the legend). Why are these features important to the map maker? Why are they important to the person who is using the map? What would happen if these features were not included in the map? What does the map tell us about Piri Reis s observations of this particular location/time period. How did he go about depicting a certain location? What does the geography tell us about the people who lived there? 4. GUIDED PRACTICE Review and model the directions (follow only steps 1-5) in the Finding Your Way printable activity. Students must fill the entire 8 ½ x 11 sheet of paper when creating their map. In this activity, it asks students to choose a location in their school. This is not a requirement for this activity. If they would rather choose their neighborhood or a place where they have been, that is fine too. 5. Review the criteria for a handmade mosaic map (see attached Criteria handout). 6. Create your handmade mosaic map: a. Demonstrate the steps to transfer the paper design onto a clay slab: i. Place paper on top of slab ii. With a pencil, trace over the lines of your map. This will leave an indentation on the clay. Remove the paper from the clay slab and then trace again. iii. Use claytools, stamps, and shape cutouts to cut out shapes and add texture, symbols, and labels to your map. iv. Use underglaze to add color to you pieces. v. Arrange your map pieces on hardiboard. vi. Once pieces are fired, layout the fired pieces on hardieboard. Use mosaic to fill in the design. vii. Measure and mix thin-set mortar (cement) to affix the tile to underlayment. viii. Measure and mix colored sanded grout to complete the mosaic. 7. INDEPENDENT PRACTICE: Each student will create their own handmade tile map. Students will use the map they created in the Finding Your Way activity. They must be sure to use the criteria checklist to guide their work. Criteria Checklist: Students should consider the following criteria when creating their map: - Elements of art (color, space, etc.) are utilized to convey an idea/symbol from the selected culture/location/period of history. - Contains at least three symbols and a legend - Contains a compass rose - Uses at least one idea inspired by Piri Reis maps 3. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 4. Determine the central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Assessment:

4 Closure: Checklist: Students assess their work by use of a checklist which describes specific criteria: - Elements of art (color, space, etc.) are utilized to convey an idea/symbol from the selected culture/location/period of history. - Contains at least three symbols and a legend - Contains a compass rose - Uses at least one idea inspired by Piri Reis maps Students partner with one another to share their clay maps. Each students needs to determine the different geographical/map features of their partner s maps(landmarks, compass rose, symbols, legend, etc.). The maps should demonstrate the student s knowledge of a certain place. Students should discuss what the map says about the artist s knowledge of the location. He/she must support their answers with evidence. What is the main feature of the map and why is it the most important? Artists should then discuss their works with their partner to analyze their creation and if it conveyed the meaning that they originally intended. Compare and contrast the students maps to the maps of Piri Reis Encourage students to use other parts of the Walters website to learn about maps from other cultures and periods of time. Thoughtful Application: Reserve a field trip to the Walters Art Museum. If applicable, tour the Islamic collection and have students apply their new knowledge on the tour. If time permits, extend your experience with an Outreach/studio experience. Lesson Extensions: Through an Artist in Residency with Young Audiences artist, Amanda Pellerin, the class can create a large mosaic map mural to be installed in the school lobby. Apply gold leaf to your map Lesson Adaptations: If clay or kiln is not available. Students can use readymade tiles, buttons, beads, and other found objects.

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