Global Awareness Lesson

Computers in the Curriculum

Global Awareness and Diverse Thinking

Title	Passport to the World of Art
Overview	To expand on students’ global awareness and diverse thinking skills and background knowledge, in this lesson, students will travel to different countries and explore the art of the cultures in each country. For each country, students will receive a stamp on their own personal passport. The countries that are highlighted in the following lessons are Canada, Mexico, Australia, and Japan, but teachers can modify the countries for art lessons and cultures that they would like their classes to explore. At the conclusion of the global art studies, students will have the opportunity to create their own artwork inspired by the cultures studied throughout the journey.
Resources & Preparation	Intended grade level: 3rd Subject areas: Visual Arts Estimated time: Approximately 8 lessons Materials and Resources Needed: Netbooks and/or iPads Access to the Internet for websites to research as instructed by the teacher Flipcharts or PowerPoint presentations created by the teacher Multiple art materials such as: paper, paint, beads, glue, wooden sticks, preformed masks, Q-tips, paper towel tubes or other materials as needed for production aspect of this unit.
Theory to Practice	Art history is an integral part of art education. The Indiana State Academic Standards for Visual Arts states as a rationale for fine arts education, “In our efforts to provide a quality education for every child in our state, it is important to provide for all aspects of human growth. This includes artistic, expressive, and cultural, as well as intellectual, emotional, physical and social development” (Cabrera, 2010). The different cultures and the art created by these cultures in the past is a great way to help with both artistic and cultural growth for students in fine arts classes. A position statement described in an issue of Studies in Art Education affirms, “We advocate a socio-anthropological basis for studying the aesthetic production and experience of cultures, which means focusing on knowledge of the makers of art, as well as the sociocultural context in which art is produced” (Wasson, Stuhr, & Petrovich-Mwaniki, 1990). The study of art forms from the past on a global level will help students get a real experience in the respective countries and learn about these cultures on a deeper level. Heidi Hayes Jacobs (2010) states, “compared to their peers in other countries, U.S. students are woefully ignorant of other world cultures, international issues, and foreign languages.” These lessons will help to counteract this aspect of our students’ education and its’ current gaps. This unit of study allows students to dig deep into the history and culture of countries outside of the United States and focus on global aspects of art.
Standards	Indiana State Standards: Visual Arts 3.1.3 Identify themes and symbols in works of art from various cultures, ethnicities, and historical periods. Visual Arts 3.7.4 Identify, control, and use a balance of two-dimensional and three-dimensional media, techniques, and processes to effectively communicate ideas, experiences, and stories. ISTE NETS Standards: 1a: Creativity and Innovation Apply existing knowledge to generate new ideas, products, or processes.
Objectives	Upon successful completion of this lesson, students will be able to: 1.       Describe artwork from the countries studied in the unit of Passport to the World of Art. 2.       Construct a work of art that focuses on a country and culture that was studied in the unit.
Build Inquiry	To build interest in this unit, the teacher should show examples of the artwork from the different countries that have been chosen for the passport unit. When showing each example of the artwork, the teacher should have students discuss where, when, and why each piece of artwork may have been created. This will be an overview of the countries and cultural artwork that will be researched in the following lessons.
Instructional Delivery	Lesson 1: Overview and Passport Creation This lesson will be used for overview for the art culture unit and the countries of study for the passport around the world of art. Students will also create their passport book. Examples of a real passport and photos of passports should be shared with students so that they understand the concept of a passport. Photos of students can be taken with a digital camera, iPad, or netbook web cam and printed or emailed to the teacher for printing. The passport booklet can be created using paper, pencils, or other art materials. A format can be created and shown as an example or students may use their own ideas for creating their passport. The passport could also be created via VisaStamper online and create stamps by “adding an old stamp” and entering the country, city, and date that students visit each country! This decision should be made by the teacher prior to teaching the unit. Lesson 2: Canada Canadian Totem Poles Group exploration and discussion of websites such as Totem Poles: An Exploration by Pat Kramer Teacher created flipchart on specific examples of totems that students should see and main ideas of totems in Canada and the Pacific Northwest. Lesson 3: Mexico Dia de los Muertos (Day of the Dead) Masks or Ofrendas (offerings) Partner exploration and discussion of websites such as PBS: Days of the Dead Class viewing of Dia de los Muertos: Young People’s Ofrendas Read aloud of a Dia de los Muertos book like Rosita y Conchita Teacher created flipchart on specific examples ofrendas or masks commonly seen on the Day of the Dead in Mexico and other main ideas from this celebration. Lesson 4: Australia Aboriginal Art Group exploration and discussion of websites such as Australia Native Art & Aboriginal Paintings . Teacher created flipchart on specific examples of aboriginal art that students should see and main ideas of Australian art forms they may wish to recreate. Lesson 5: Japan Japanese Fans Read aloud of a children’s book such as The Badger and the Magic Fan Partner exploration of websites such as National Geographic for Kids: Japan Teacher created flipchart showing photos of many Japanese fans and other main ideas surrounding this folklore. Lesson 6-8: Students will get to choose one of the cultural art projects to make (Totem pole project using paper towel tubes, Day of the Dead mask or ofrenda, Aboriginal dot art, Japanese painted fan). The number of lessons this will take will vary on the art project chosen and the level of the students. The teacher should remain flexible on the amount of time allotted for this culminating project.
Assessment	Assessment for this unit will be done with a rubric that should include both discussion and production ratings that will vary based on the lesson progression for each teacher.
Citations	Cabrera, C. (n.d.). Indiana Academic Standards for Visual Arts. Learning Connection Print Library. Retrieved October 16, 2012, from https://learningconnection.doe.in.gov/Standards/PrintLibrary.aspx Jacobs, H. H. (2010). Curriculum 21 essential education for a changing world. Alexandria, Va.: Association for Supervision and Curriculum Development. Wasson, R. F., Stuhr, P. L., & Petrovich-Mwaniki, L. (1990). Teaching Art in the Multicultural Classroom: Six Position Statements. Studies in Art Education, 31(4), 234-246. Retrieved October 15, 2012, from http://www.jstor.org.proxy2.ulib.iupui.edu/stable/1320543?seq=2