Unit Title: Art Around the World

Grade Level: 3rd Grade

Time Frame: 6 or more class sessions
DBAE Unit Plan
Essential Academic Learning Requirements (EALRs):
Social Studies
4.2.2 Understands how contributions made by various
cultural groups have shaped the history of the community
and world.

Arts integration
Art
Component 1.3 Understand and apply arts styles from
various artists, cultures, and times
Component 2.3 Apply a responding process to an arts
presentation
Engage actively and purposefully
Describe what is seen and/or heard
Analyze how the elements are arranged and
organized
Interpret based on descriptive properties
Evaluate using supportive evidence and criteria
Component 3.1 Uses the arts to express feelings and
present ideas.
Component 3.3 Develops personal aesthetic criteria to
communicate artistic choices.
Component 4.2 Demonstrate and analyze the connections
between the arts and other content areas
Component 4.4 Understands how the arts influence and
reflect cultures/civilization, place, and time.

Unit Summary
Our unit focuses on art practices within various cultures.
Our class will analyze these art practices importance to
mythology as well as modern day festivals, traditions, and
folk tales. Students will learn about Mexicos Day of the

Dead and make their own sugar skulls! Students will

create their own necklaces just like the ones worn by the
African Samburu people! Students will then learn about
Greek culture by handcrafting their very own shields just
like the Greek Gods! Next, students will learn about
Japanese culture and the importance of paper folding,
otherwise known as origami. Students will have the
chance to make their own functional paper art. Finally, the
class will learn about the Australian Aboriginal people and
paint their own boomerangs. By the end of the unit,
students will be exposed to various cultures around the
world and learn about their artwork and traditions.
Students will gain global awareness and develop levels of
respect for art around the world.
Art Elements & Principles
Elements: Line, color, shape, texture,
Principles: Rhythm, movement, balance, pattern, unity,
contrast

Materials:
Papers:
Cardstock/Construction paper in several colors
12 x 12 cardstock
Square origami paper
Cardboard
Paper Plates
empty paper towel rolls
Classroom Tools:
Scissors
Glue
Tape
Pencils
Markers
Miscellaneous:
Sponges
brushes
paint
Q-tips
Wooden or plastic boomerangs
yarn
beads

markers
crayons
glitter
cups
Brown Shoe polish
Tweezers
2 traced white skulls per student
Sugar Skull printable
https://docs.google.com/drawings/d/1vYlHGrIK3HJxghO
ZUQmk7OdRMbrbz-OxMTFuMARasWU/edit

Media:
https://www.youtube.com/watch?v=OGlYDZw9zxI
https://www.youtube.com/watch?v=QEKG2UIYNMI
https://www.youtube.com/watch?v=nPNX31DM8-4

Essential Understandings:
Students understand that ...

Rhythm and movement can be used to create different

feelings in art.
Different colors can be used to express emotions.
Art can serve a functional purpose as well as hold a visual

appeal

Some art practices have been around for several

generations

texture can be used to create depth in a piece

different symbols are associated with various cultures
different mediums can be used to create a single piece

Student Knowledge after Unit

Students will know . . .
What the Day of the Dead Holiday is.

Essential Questions:
What is Day of the Dead and why
is it important to me?
Why is it important to understand
other cultures?
What is a Sugar Skull?
What is rhythm/movement?
How can color be used to show
different emotions?
What can origami be used for?
What is Greek mythology?
How can different mediums be
used in one piece?
What were the Greek gods
shields like?
Where are the Samburu people
from?
Why do the Samburu people wear
large necklaces?
How do boomerangs work?
What do symbols on totem poles
mean?
Why did Native American tribes
make totem poles.
Student Performance during
Unit
Students will . . .

 What the Sugar Skull represent in the Mexican culture.

What purposes origami serves in functional and aesthetic
settings.
What Greek mythology is.
Who the Greek gods were.
What the Greek gods shields looked like.
What the Samburu peoples necklaces look like.
Why the Samburu people wear large necklaces.

Where and why boomerangs originated.

What the importance of Native American totem poles is.
What certain Native American symbols mean.

Analyze
Students will analyze the
importance of art in various
cultures within art traditions,
meanings of artwork, holidays,
and mythology.
Evaluate
Students will evaluate each others
art work and ask why the student
choose to show his project in that
way.
Compare
Students will compare functional
and aesthetic purposes of origami.
Students will compare the
patterns used to decorate
boomerangs
Students will compare their own
creation of a shield with that of
the Greek gods.
Discuss
Students will discuss different
cultures and their traditions.
Students will discuss different
ways of using the art elements
and principles to create a unique
piece of work.
Create
Students will create two sugar
skulls that represent a part of the
Day of the Dead holiday.
Students will create two pieces of
origami.
Students will create a Greek god
shield.
Students will paint a boomerang
Students will create an African
Samburu necklace.
Students will create a Native
American Totem pole.

Assessment Evidence
Task Summary of Lesson Plans:
SWBAT vocalize what the Mexican Holiday, Day of the
Dead is. (4.2.2)
SWBAT express their feelings through the Sugar Skull art.
(3.1, 3.3)
SWBAT understand the connection between the Mexican
holiday Day of the Dead and the Sugar Skull. (1.3, 4.2,
4.4)
SWBAT discuss how the Mexican holiday Day of the
Dead has contributed to the community and world. (4.2)
SWBAT: identify different Greek Gods (4.2.2).
SWBAT: demonstrate an understanding of Greek
mythology (4.2.2).
SWBAT: create their own shield (like the gods had) (1.3,
4.2, 4.4)
SWBAT: discuss the importance of origami in Japanese
culture and its practical uses in todays classroom (4.2,
4.2.2)
SWBAT: demonstrate an understanding of simple paper
folds and base fold techniques (1.3)
SWBAT: create their own pieces of origami (1.3, 4.2)
SWBAT vocalize who the Samburu people are . (4.2.2)
SWBAT vocalize what the Samburu necklace represents.
(4.2.2)
SWBAT express their feelings through the Samburu
necklace they create. (3.1, 3.3)
SWBAT understand the connection between the
Samburu
people and their necklaces (1.3, 4.2, 4.4)
SWBAT discuss how the Samburu people have
contributed to the community and world. (4.2)
SWBAT discuss the importance of Aboriginal tribes in
Australian culture (4.2, 4.2.2)
SWBAT demonstrate an understanding of simple patterns
and painting techniques (1.3)
SWBAT create their own functional boomerang (1.3, 4.2)
SWBAT: identify different Greek Gods (4.2.2).
SWBAT: demonstrate an understanding of Greek

Evaluation:
Diagnostic: Questions of the Day
at the beginning of class related to
the lesson topic:
- Have you noticed any cultural
differences between your
classmates?
- What cultural holidays do your
families celebrate?
- What is something special about
your familys culture?
Formative:
(1) Whole group discussion
- Class talk about different
cultures and where they have seen
it in their everyday lives.
- Ask students what their favorite
cultural tradition is that they
either participate in or have heard
about.
(2) Small group discussion
- Talk about your families specific
cultural traditions if they have
any.
(3) Team notes and video notes
Summative:
- Their sugar skulls will be
collected and be checked to make
sure they have created a skull that
looks like one that would be used
for the Day of the Dead holiday.
The sugar skulls will also be
evaluated for use of color and
rhythm/movement.
- Their shields will be collected
and checked to make sure that

mythology (4.2.2).
SWBAT: create their own shield (like the gods had) (1.3,
4.2, 4.4).

Learning Plan
Learning Activities:
(Day 1) - Day of the Dead
1. Introduce the Mexican holiday by reading either one of
the books in the lesson plan. After reading the book, and
during the book have discussions about about mexican
culture, and the traditions they have.
2. Show examples of the project they will be completing

they completed a shield that is

their own rendition of a Greek
gods. The shields will be
evaluated on the use of line,
shape, and texture.
- The students origami will be
checked as they leave the
classroom for the day on a basic
class roster.
- The Samburu necklaces will be
collected and be checked to make
sure they have created a necklace
that looks like one that would be
worn by the Samburu people. The
necklaces will be evaluated for
use of color and
rhythm/movement.
- Boomerangs will be presented to
classmates and then taken out for
test throws to see their
functionality. Boomerangs will be
evaluated on color and use of
patterns at the end. The totem
poles created will be evaluated
based on the art principles and
elements listed. They will also be
evaluated on the use of traditional
Native American symbols.

1.

2.
3.
4.

5.

and give them time to think about what they may want to
do with their sugar skull project.
3. Pass out all materials and have students start their
project.
4. When students are completed with their sugar skulls
they will put it on the board and clean up.
5. If students complete the art project early they may
create a sugar skull mask using this printable, construction
paper and a popsicle stick.
https://docs.google.com/drawings/d/1vYlHGrIK3HJxghO
ZUQmk7OdRMbrbz-OxMTFuMARasWU/edit
(Day 2) - Greek Mythology
1.
Introduce greek mythology through the
book Greek DAulaires Book of Greek Myths by Ingri
DAulaires. After reading the book, and during the
book, have discussions about greek mythology, the
gods, and their shields that they have.
2.
Distrubute the cardboard instruct students
to draw their overall shape of the shield. Then, the
students bring their shield to the teacher to have the
shape cut out.
3.
Students draw in pencil their design on
their shield and then trace over it in glue.
4.
After the glue is dry, students go over their
shield with a sponge and shoe polish. Student can put
as many coats on of shoe polish as they want, making
it either darker or lighter.
5.
Have the students pair share about Greek
mythology, their shield, how they are tied together, and
the art elements and principles used in the project.
(Day 3)- Totem Poles
Read the book Totem Poles and discuss what the
different Native American symbols mean and what the
purpose of the totem pole is.
Students will construct their own totem pole.
Students share their totem poles with their partner.
when sharing, the students will describe the different
elements and principles used. Students will also explain
the different symbols that they used.
The teacher will collect and grade the students artwork on
completion.

(Day 4) - Japanese Culture and Origami Lesson

1. Introduce origami through a table display of various
pieces of origami and other Japanese cultural items. Show
a movie or YouTube clip discussing the importance of
origami in Japanese culture. Suggested clip:
https://www.youtube.com/watch?v=OGlYDZw9zxI
Discuss the meaning of the word origami. Introduce the
terms oru and kami.
2. Distribute the origami paper and works with students
to all make class paper cups!
3. Distribute handouts of other origami projects and
have students work independently to make either a simple
envelope or shirt & tie project.
4. If students go through their origami quickly, allow
them to make more of the classroom suggested projects or
have them create original projects using directions from
sites given from teacher such as www.origamiinstructions.com
5. Allow students to personalize their origami pieces by
adding color, patterns, or designs with markers
(Day 5) - African Samburu Necklaces
1. Introduce the Samburu culture by showing the students
the book called Samburu. Read some important sections
from the book and allow students to spend some time
looking at the pictures in the book.
2. Distribute the paper plates and scissors and walk the
students through creating the necklace with them.
3. Set out all materials students may want to use on their
necklace and allow them to collect the materials they want
to use.
4. If students complete their necklaces quickly, allow them
to make one more so they can wear multiple necklaces
just like the Samburu people.
5. Allow students to personalize their necklaces by adding
color, beads, or designs with available materials.
(DAY 6) - Aboriginal Boomerangs
1. Ask students if they have ever been to Australia or
know anything about the continent and country. Introduce
some concepts from Aboriginal Art and Culture book.
Show students the following video about how boomerangs

work: https://www.youtube.com/watch?v=nPNX31DM8-4
2. Students then will be given their own wooden or plastic
boomerang and given time to paint their boomerangs with
their own unique patterns and designs. Play aboriginal
didgeridoo music while they work to add more to the
cultural aspect of the lesson.
3. Have students share their masterpieces in small table
groups.
4. Once boomerangs dry (potentially a second class
period), have students go out to school field and practice
tossing their boomerangs. See who's boomerangs comes
back!
Vocabulary: Terms defined in lessons.
Color, Sugar Skull, Day of the Dead, Culture, Origami,
Oru, Kami, Asia, Japan, Folding, Base Fold, Greek God,
Mythology, Samburu, Africa, Aboriginal, Australia,
Boomerang, Lift Force, Totem Pole, Tribes.

Resources:
http://www.origami-instructions.com/easy-origamienvelope.html
http://www.origami-instructions.com/super-easy-origamishirt.html
http://modernart4kids.blogspot.com/search/label/Dia
%20de%20los%20Muertos
http://www.onceuponanartroom.com/2012/11/africannecklaces-paper-plates.html
http://artsmarts4kids.blogspot.com/2009/02/paint-yourown-aboriginal-boomerang.html
https://www.youtube.com/watch?v=nPNX31DM8-4

Attach each days lesson plans to this Unit Plan with the name of the teacher candidate who
completed the lesson plan. Explain in a paragraph how each of you collaborated to create
this Unit Plan.

DISCIPLINE BASED ART EDUCATION (DBAE) LESSON PLAN

TITLE: African Samburu Necklaces
TIME NEEDED: one class session
GRADE LEVEL: 3rd grade
ART ELEMENTS & PRINCIPLES:
Elements: line, color, shape
Principles: rhythm/movement
MATERIALS/MEDIA:
paper plates
scissors
acrylic paint/ water color
markers
crayons
beads
glitter
yarn
hole punch
paint brushes
water cups
glue
STUDENT PERFORMANCE
Primary goal:
For students to learn about the necklaces worn by the African Samburu tribe. Students
will learn the significance of them and be able to recreate their own necklace that
represent themselves.
Students will be able to:
SWBAT vocalize who the Samburu people are . (4.2.2)
SWBAT vocalize what the Samburu necklace represents. (4.2.2)
SWBAT express their feelings through the Samburu necklace they create. (3.1, 3.3)
SWBAT understand the connection between the Samburu people and their
necklaces (1.3, 4.2, 4.4)
SWBAT discuss how the Samburu people have contributed to the community and world.
(4.2)

EALRs (Essential Academic Learning Requirements, Washington State)

Arts EALRs

Social Studies EALRs (Grade 3)

EALR 1: The student understands

and applies arts knowledge and skills
in dance, music, theatre, and visual
arts.
1.3 Understand and apply arts styles
from various artists, cultures, and times
EALR 3: The student communicates
through the arts (dance, music,
theatre, and visual arts).
3.1 Uses the arts to express feelings and
present ideas.
3.3 Develops personal aesthetic criteria
to communicate artistic choices.
EALR 4: The student makes
connections within and across the arts
(dance, music, theatre, and visual
arts) to other disciplines, life, cultures,
and work.
4.2 Demonstrate and analyze the
connections between the arts and other
content areas
4.4 Understands how the arts influence
and reflect cultures/civilization, place,
and time.

4.2.2 Understands how contributions

made by various cultural
groups have shaped the history
of the community and world.

DBAE (Discipline-Based Art Education) Art Inquiry Areas

Art Production: Students will construct a Samburu tribe necklace out of a paper plate. They
will cut out the necklace shape and embellish the necklace using a variety of art supplies to
personalize their necklace. Students will see how different shapes and colors can be used to
change the appearance of the Samburu necklace.
Art History/Culture: Students will apply what they have learned about the African Samburu
Tribe to create a traditional Samburu necklace. The teacher will read a book about the culture to
create an understanding about the culture to represent it in their necklace.
Art Aesthetics: Students will have the freedom to decorate their necklace with different
materials and colors that are appealing to their taste.

TEACHING STRATEGIES
To start the lesson I will show students the book called Samburu by Nigel Pavitt to introduce
students about the Samburu people and their culture. The pictures in the book will be a great
representation of these people and show the students where and how they live. I will also show
the students a video clip of a traditional Samburu welcome dance. We will then talk about the
necklaces they wear and why they wear them. I will read some sections of the book to the class
so they hear a description about the people. After the students have a clear understanding of the
Samburu people and their necklaces we will begin creating the necklaces from the paper plates. I
will first go over the instructions and show the students my example of the Samburu necklace. I
will pass out all materials for students to share with their table mates. Once all questions have
been answered and expectations for the art project are clear students may begin their necklaces.
Students will choose the colors they want to use to decorate their necklaces and what kind of
material they want to use. Students will then begin painting or coloring their necklaces after they
have cut out the middle of the paper plate to create the necklace. After they are done with their
necklaces students will bring their completed work to me so I can put it on the wall for everyone
to see.
ACCOMODATIONS
To accommodate for students with an IEP plan this lesson can be modified. The necklace shape
from the paper plate can be precut for them and if possible have an assistant help the student
gather paint or other materials they want to use. The student will construct the necklace with the
colors they would like on their own, but will be given more direction and assistance if needed.
VOCABULARY
Color: the property possessed by an object of producing different sensations on the eye as a
result of the way the object reflects or emits light.

Africa:
Samburu people:The Samburu tribe lives north of the equator in the geographically fascinating
Rift Valley province of Northern Kenya. The Samburu people are closely related to the Maasai
tribe who also live in East Africa. Both these tribes speak a similar language, derived from Maa,
the Samburu tribe speaks Samburu.
Culture: the beliefs, customs, arts, ect., of a particular society, group, place, or time.

EVALUATION

1. Each student is required to construct their own necklace and present their final art project to
the class and explain why they decided to decorate it the way they did.
RESOURCES
http://www.onceuponanartroom.com/2012/11/african-necklaces-paper-plates.html
https://www.youtube.com/watch?v=QEKG2UIYNMI
DISCIPLINE-BASED ART EDUCATION (DBAE) LESSON PLAN

TITLE: Dia de Los Muertos Calavera Collage

TIME NEEDED: one class session
GRADE LEVELS: 3rd Grade
ART ELEMENTS & PRINCIPLES:
Elements: line, color, shape
Principles: rhythm/movement
MATERIALS/MEDIA:
scissors
cardstock/construction paper in several colors
12x12 cardstock paper
glue sticks
tweezers
pencil
traced white skulls (2 per student)
STUDENT PERFORMANCE
Primary goal:
For students to learn about the Mexican holiday, Day of the Dead. The will demonstrate
their understanding by creating sugar skulls by painting with scissors.
Student will be able to:
SWBAT vocalize what the Mexican Holiday, Day of the Dead is. (4.2.2)
SWBAT express their feelings through the Sugar Skull art. (3.1, 3.3)
SWBAT understand the connection between the Mexican holiday Day of the Dead and
the Sugar Skull. (1.3, 4.2, 4.4)
SWBAT discuss how the Mexican holiday Day of the Dead has contributed to the
community and world. (4.2)
EALRs (Essential Academic Learning Requirements, Washington State)
Arts EALRs

Social Studies EALRs (Grade 3)

EALR 1: The student understands

and applies arts knowledge and skills
in dance, music, theatre, and visual
arts.
1.3 Understand and apply arts styles
from various artists, cultures, and times
EALR 3: The student communicates
through the arts (dance, music,
theatre, and visual arts).
3.1 Uses the arts to express feelings and
present ideas.
3.3 Develops personal aesthetic criteria
to communicate artistic choices.
EALR 4: The student makes
connections within and across the arts
(dance, music, theatre, and visual
arts) to other disciplines, life, cultures,
and work.
4.2 Demonstrate and analyze the
connections between the arts and other
content areas
4.4 Understands how the arts influence
and reflect cultures/civilization, place,
and time.

4.2.2 Understands how contributions

made by various cultural
groups have shaped the history
of the community and world.

DBAE (Discipline-Based Art Education) Art Inquiry Areas

Art Production: Students will construct a sugar school out of construction paper. They will cut
out the sugar skull head and create a face with embellishments to represent a real sugar skull
from the Mexican holiday, Day of the Dead. Students will see how different shapes and colors
can be used to change the appearance of the sugar skull.
Art History/Culture: Students will apply what they have learned about the Day of the Dead
holiday to create the tradition Mexican Sugar Skull. Students will read a book about the holiday
to create an understanding about the holiday to represent it on their collage.
Art Aesthetics: Students will have the freedom to decorate their sugar skull with shapes and
colors that are appealing to their taste.
TEACHING STRATEGIES
To start the lesson I will read the book El dia de los muertos/ The Day of the Dead by Bob
Barner, or Day of the Dead by Tony Johnston to introduce the students to the holiday. After the
book the class will have a discussion to talk about what happened in Mexico that created the

holiday, Day of the Dead. We will then talk about the sugar skull and why it was created and
what it stands for in the Mexican culture. After the students have a clear understanding of the
holiday and the Sugar Skull we will begin the Sugar Skull painting with scissors. I will first go
over the instructions and show the students my example of my sugar skills. I will pass out all
materials for students to share with their table mates. Once all questions have been answered and
expectations for hte art project are clear students may begin their sugar skulls. Students will
choose the background color for their sugar skull and pick up two pre-traced sugar skulls to cut
out. Students will then glue down their two skulls next to each other and then to pick the colors
of construction paper they would like to use to create their sugar skulls. After they are done with
their sugar skulls students will bring their completed work to me so I can put it on the wall for
everyone to see.
Step 1: Read a book to the class

Step 2: Cut out skull and glue them onto the background page.

Step 3: Give students all the colors of construction paper, and other materials they may need to
create their sugar skull.

ACCOMODATIONS

To accommodate for students with an IEP plan this lesson can be modified. The pieces for the
Sugar Skull can be precut for them and if possible have an assistant help the student. The student
will construct the Sugar Skull with the colors they would like on their own, but will be given
more direction and assistance.
VOCABULARY
Color: the property possessed by an object of producing different sensations on the eye as a
result of the way the object reflects or emits light.
Sugar Skull: Symbol of the Day of the Dead holiday.
Day of the Dead: All Souls' Day, as celebrated on November 2 in various European and Latin
American countries, esp. the Mexican observance of this day.
Culture: the beliefs, customs, arts, ect., of a particulat society, group, place, or time.

EVALUATION
1. Each student is required to construct their own Sugar Skull and present their final art project
to the class and explain why they decided to decorate it the way they did.
RESOURCES
http://modernart4kids.blogspot.com/search/label/Dia%20de%20los%20Muertos

DISCIPLINE-BASED ART EDUCATION (DBAE) LESSON PLAN

TITLE: Going Greek

TIME NEEDED: Two class sessions
GRADE LEVELS: 3-5
ART ELEMENTS & PRINCIPLES:
Elements: Line, Shape, Texture
Principles: Balance, Pattern, Contrast
MATERIALS/MEDIA:
Elmers glue
Card board
scissors/box knife
brown shoe polish
cut up sponges
pencils

STUDENT PERFORMANCE
Primary goal:
The students will learn about Greek mythology and the Greek Gods. Students will
demonstrate their learning both verbally and by creating their own shield, just like many of the
gods had.
Student will be able to:
SWBAT: identify different Greek Gods (4.2.2).
SWBAT: demonstrate an understanding of Greek mythology (4.2.2).
SWBAT: create their own shield (like the gods had) (1.3, 4.2, 4.4).
EALRs (Essential Academic Learning Requirements, Washington State)
Arts EALRs

Social Studies EALRs

EALR 1: The student understands

and applies arts knowledge and skills
in dance, music, theatre, and visual
arts.
1.3 Understand and apply arts styles
from various artists, cultures, and times.
EALR 4: The student makes
connections within and across the arts
(dance, music, theatre, and visual
arts) to other disciplines, life, cultures,
and work.

4.2.2 Understands how contributions

made by various cultural
groups have shaped the history
of the community and world.

4.2 Demonstrate and analyze the

connections between the arts and other
content areas
4.4 Understands how the arts influence
and reflect cultures/civilization, place,
and time.

DBAE (Discipline-Based Art Education) Art Inquiry Areas

Art Production:
Students will be creating a shield out of cardboard, glue, and shoe polish. The shield will
reflect that of a Greek gods. Students will use the art elements and principles to create their own
shield.
Art History/Culture:
Students will listen to the picture book Greek DAulaires Book of Greek Myths by Ingri
DAulaires. This book will help the students begin to understand the surface level of Greek
Mythology. Students will then demonstrate what they learned about the Greek gods shields and
create their own.
TEACHING STRATEGIES
To begin the lesson, I will read the book Greek DAulaires Book of Greek Myths by Ingri
DAulaires. Students will listen to the book and pay close attention to the pictures. I will pause
periodically to discuss what we have learned so far about Greek mythology. After reading the
book, we will have a class discussion about greek mythology and what information they were
able to extract from the book. Then, each student will receive their own piece of cardboard. The
students will be instructed to draw the outer shape (the contour line) of the shield that they want
to make. The shield may be any shape that they want it to be. Once they have completed this,
they may bring it up to myself and I will cut out their shape with a box knife.Next, the students
will draw in pencil the design they want on their shield. After they have the designed they want,
they will go over the lines of their design with elmers glue. Once their design is outlined with
glue, the students will let their shield dry and continue working on it the next class session. For
the next class session, students will use a sponge and shoe polish (brown or black) and apply
shoe polish all over their shield. The shoe polish will make the cardboard and glue look like aged
metal, just like the gods shields would have appeared. After they are done with that, the students
will pair share about their shield, specifying what are elements and principles are being display
as well as their purpose, and how their shield relates to the book on Greek mythology.

ACCOMODATIONS

For non-english speaking students, I will play an audio tape of the book in the first
language so that they can easily comprehend the book about Greek mythology.
VOCABULARY
mythology- a collection of myths, esp. one belonging to a particular religious or cultural
tradition.
Greek God- a divine figure looked upon in greek mythology.
EVALUATION
Each student is required to to produce one shield that represents that of a Greek god, and
pair share about their shield as well as what they learned about greek mythology from the book.
RESOURCES
no resources are required for this lesson

DISCIPLINE-BASED ART EDUCATION (DBAE) LESSON PLAN

TITLE: Making Totem Poles
TIME NEEDED: 1-2 class sessions
GRADE LEVELS: 3rd
ART ELEMENTS & PRINCIPLES:
Elements: line, shape, texture, color
Principles: balance, unity
MATERIALS/MEDIA:
empty paper towel rolls (just the card board)
markers
construction paper

 scissors or glue
glitter
STUDENT PERFORMANCE
Primary goal:
The students will learn about Native American culture and the symbols represented in
totem poles. Students will then create their own totem poles in correlation to the learning about
the culture.
Student will be able to:
SWBAT: Create their own totem pole using symbols that the Native Americans did. (4.2, 4.4)
SWBAT: Describe what art elements and principles they used in their totem pole.(1.3)
SWBAT: Describe what the significance the totem pole is in the Native American culture. (4.2.2)
EALRs (Essential Academic Learning Requirements, Washington State)
Art EALRs
Social Studies EALRs
EALR 1: The student understands
4.2.2 Understands and analyzes how
and applies arts knowledge and skills
cultures and cultural groups
in dance, music, theatre, and visual
in ancient civilizations
arts.
contributed to world history.
1.3 Understand and apply arts styles
from various artists, cultures, and times.
EALR 4: The student makes
connections within and across the
arts (dance, music, theatre, and visual
arts) to other disciplines, life,
cultures, and work.
4.2 Demonstrate and analyze the
connections between the arts and other
content areas
4.4 Understands how the arts influence
and reflect cultures/civilization, place,
and time.

DBAE (Discipline-Based Art Education) Art Inquiry Areas

Art Production: Students will create a totem pole using the provided materials and focusing on
the elements and principles listed above.
Art History/Culture: Students will use their background knowledge from the picture book
about Native American culture and totem poles to create their own totem pole.

TEACHING STRATEGIES
I will begin the lesson by reading the book Totem Poles by Carol Bafdorf on Native
American culture, focusing on totem poles. I will pause while reading the book to the class ask
them questions about what we have read, Native American culture, and about the different items
that may make up their own totem poles. I would then have students collect the following
materials to make their own personal totem pole. each student would get one empty paper towel
roll, construction paper, markers, glitter, scissors, and then glue or tape. The students would then
be instructed to make their own totem poles that represent themselves and their tribe. After
finishing, students will share their creations with their elbow partner. The students will tell their
partner about where the different elements and principles can be seen in their piece, as well as
what the different symbols and pictures on their totem pole mean about themselves and their
tribe. See the pictures below for an example of the students creations.

ACCOMODATIONS
For students that do not have English as their first language, I will provide them with
either a tape of the book to listen to in their language, or will provide them with a different book
that it is written in their first language for them to study. Students will also be allowed to use the
computer for ideas on creating their totem pole (this way they can see the symbols up close). For
students that have a hard time seeing, I will show the various pictures in the book under the
document camera.
VOCABULARY
totem pole- a pole on which totems are hung or on which the images of totems are carved.a pole
or pillar carved and painted with a series of totemic symbols representing family lineage and
often mythical or historical incidents and erected by Indian tribes of the northwest coast of North
America.
tribe(s)-a social division in a traditional society consisting of families or communities linked by
social, economic, religious, or blood ties, with a common culture and dialect, typically having a
recognized leader.
EVALUATION

1. Each student is required to complete their own Native American totem pole.
2. Each student is required to share their totem pole with their partner, focusing on the art elements
and principles and explaining what the different symbols mean.
RESOURCES
document camera
the book Totem Poles

DISCIPLINE-BASED ART EDUCATION (DBAE) LESSON PLAN

TITLE: Japanese Culture and Origami
TIME NEEDED: 45 Minutes
GRADE LEVELS: 3rd Grade
ART ELEMENTS & PRINCIPLES:
Elements: Line, Shape, Texture, Color
Principles: Balance, Pattern, Unity, Contrast
MATERIALS/MEDIA:

Square Origami paper OR regular paper cut into squares

Scissors/Tape/Glue (Just in Case)

Handouts with instructions of how to make Simple Envelopes and Shirt & Tie

Markers to decorate origami pieces

STUDENT PERFORMANCE
Primary goal: Students will be able to create a piece of origami from verbal and written
instructions.
Student will be able to:
discuss the importance of origami in Japanese culture and its practical uses in todays classroom
(4.2, 4.2.2)
demonstrate an understanding of simple paper folds and base fold techniques (1.3)
create their own pieces of origami (1.3, 4.2)
EALRs (Essential Academic Learning Requirements, Washington State)
Arts EALRs

Social Studies EALRs

1.3 Understand and apply arts styles

from various artists, cultures, and times
2.3 Apply a responding process to an
arts presentation
Engage actively and
purposefully
Describe what is seen and/or
heard
Analyze how the elements are
arranged and organized
Interpret based on descriptive
properties
Evaluate using supportive
evidence and criteria

4.2.2 Understands and analyzes how

cultures and cultural groups in
ancient civilizations contributed
to world history.

4.2 Demonstrate and analyze the

connections between the arts and other
content areas

DBAE (Discipline-Based Art Education) Art Inquiry Areas

Art Production: Students will be making their own origami from verbal and written instructions.
Art History/Culture: Japanese history and culture will be shown and taught through media clips.
Art Aesthetics: Students create their origami and can personalize pieces with the use of markers.
Art Criticism: Students get into small groups to critique each others folded designs.
TEACHING STRATEGIES
1. Introduce origami through a table display of various pieces of origami and other Japanese
cultural items. Show a movie or YouTube clip discussing the importance of origami in Japanese
culture. Suggested clip: https://www.youtube.com/watch?v=OGlYDZw9zxI Discuss the
meaning of the word origami. Introduce the terms oru and kami.
2. Distribute the origami paper and works with students to all make class paper cups!
3. Distribute handouts of other origami projects and have students work independently to
make either a simple envelope or shirt & tie project.
4. If students go through their origami quickly, allow them to make more of the classroom
suggested projects or have them create original projects using directions from sites given from
teacher such as www.origami-instructions.com
5. Allow students to personalize their origami pieces by adding color, patterns, or designs with
markers
Note: Lesson could be repeated over the course of a month with each week yielding slightly
more challenging origami pieces to fold. Class could create a class mural of origami at end of
origami month to display within the school!
ACCOMODATIONS
Students with any special learning needs can work with a partner going through the instructions
and learning the folds or find a different project with simpler steps and folds such as the paper
cup or . The teacher should make themselves available to give student more 1 on 1 attention if
reading or folding becomes too difficult for the student to do independently.

VOCABULARY
Origami: the Japanese art of folding paper into decorative shapes and figures.
Oru: to fold
Kami: paper
Asia: the largest continent with 60% of the earth's population

 Japan: Japan is an island nation in East Asia. Located in the Pacific Ocean
Folding: bend over on itself so that one part of it covers another.
Base Fold: the starting point of a origami project
EVALUATION
1. Each student is required to make two pieces of origami successfully from the class given
instructions and/or independent worksheet instructions.
2. Each student can present their piece of origami to their table group so students can see the
differences in folds, colors, etc.
RESOURCES
http://www.origami-instructions.com/easy-origami-envelope.html
http://www.origami-instructions.com/super-easy-origami-shirt.html

DISCIPLINE-BASED ART EDUCATION (DBAE) LESSON PLAN

TITLE: Aboriginal Boomerangs
TIME NEEDED: 60 Minutes
GRADE LEVELS: 3rd Grade
ART ELEMENTS & PRINCIPLES:
Elements: Line, Shape, Texture, Color
Principles: Balance, Pattern, Unity, Contrast
MATERIALS/MEDIA:

Plastic or Wooden Boomerangs

Variously Colored Multi-Surfaced Paints

Paintbrushes

Q-Tips

STUDENT PERFORMANCE
Primary goal: Students will be able to paint and use their own Aboriginal Boomerang
Student will be able to:
discuss the importance of Aboriginal tribes in Australian culture (4.2, 4.2.2)
demonstrate an understanding of simple patterns and painting techniques (1.3)
create their own functional boomerang (1.3, 4.2)
EALRs (Essential Academic Learning Requirements, Washington State)
Arts EALRs

Social Studies EALRs

1.3 Understand and apply arts styles

from various artists, cultures, and times
2.3 Apply a responding process to an
arts presentation
Engage actively and
purposefully
Describe what is seen and/or
heard
Analyze how the elements are
arranged and organized
Interpret based on descriptive
properties
Evaluate using supportive
evidence and criteria
4.2 Demonstrate and analyze the
connections between the arts and other
content areas

4.2.2 Understands and analyzes how

cultures and cultural groups in
ancient civilizations contributed
to world history.

DBAE (Discipline-Based Art Education) Art Inquiry Areas

Art Production: Students will be decorating their own boomerangs
Art History/Culture: Australian Aboriginal history and culture will be shown and taught through
media clips
Art Aesthetics: Students create their own unique patterns on their boomerang
Art Criticism: Students get into small groups to critique each others finished boomerangs
TEACHING STRATEGIES
1. Ask students if they have ever been to Australia or know anything about the continent and
country. Introduce some concepts from Aboriginal Art and Culture book. Show students the

following video about how boomerangs work: https://www.youtube.com/watch?

v=nPNX31DM8-4
2. Students then will be given their own wooden or plastic boomerang and given time to paint
their boomerangs with their own unique patterns and designs. Play aboriginal didgeridoo music
while they work to add more to the cultural aspect of the lesson.
3. Have students share their masterpieces in small table groups.
4. Once boomerangs dry (potentially a second class period), have students go out to school field
and practice tossing their boomerangs. See who's boomerangs comes back!
ACCOMODATIONS
Students with any special learning needs can work with a partner or have a simpler painting
pattern for their boomerang. The teacher should make themselves available to give student more
1 on 1 attention if reading or folding becomes too difficult for the student to do independently.
When it comes time to tossing the boomerangs, a classmate can help throw the boomerang if
student is unable to throw.

VOCABULARY
Aboriginal: An indigenous tribe native to Australia. Known for boomerangs and didgeridoos
(musical instrument).
Australia: Continent and also country in the Pacific Ocean
Boomerang: a curved flat piece of wood that can be thrown so as to return to the thrower
Lift Force: What causes the boomerang to come back to the thrower
EVALUATION
1. Each student is required to make one Aboriginal Boomerang
2. Each student can present their Boomerang to their table group so students can see the
differences in patterns, color, and painting technique
RESOURCES
http://artsmarts4kids.blogspot.com/2009/02/paint-your-own-aboriginal-boomerang.html
https://www.youtube.com/watch?v=nPNX31DM8-4