Where Do I Belong?

Where Do I Belong.pdf

Dublin Core

Title

Where Do I Belong?

Subject

Belonging

Description

All individuals belong to various groups very early in life, rather it be to a particular family, a class, or a member of a community, state, or country. These relationships with different individual and the environment differ greatly depending on individual’s personal experiences. Thus, belonging can be defined in a variety of ways depending on the individual.
Throughout this lesson, learners will be exploring belongingness. Learners will view several artists and their artworks and will analyze how these examples relate to belonging. Learners will also analyze how belonging has affected individuals throughout history from all regions of the world. Learners will view examples of settlers and immigrants and will describe how belonging to that group affected their outcome.
Learners in this unit will analyze their personal meaning of belonging in a number of different ways. Learners will reflect on the examples given previously, both of the artworks and the historical examples. Learners will then construct a concept map exploring the various definitions of belonging and will narrow down these general concepts into a solid personal definition. Learners will take this definition and will use it to create a watercolor painting that illustrates their personal definition and where they feel a strong sense of belonging. Learners will compare their definition/relationships with their classmates to gain new perspectives.

Creator

Molly D. Chance

Source

1. CMA 1952.55
- Blanche and Rosalie Sully (The Rose and The Lilly), Thomas Sully, 1842, oil on canvas
2. CMA 1974.242
- Earl and Countess of Derby with Edward, Their Infant Son, and Chaplain, Benjamin Wilson, 1777, oil on canvas

Publisher

Handheld Art

Contributor

Columbia Museum of Art

Unit Plan Item Type Metadata

Duration

8 classes

Standards

Visual Arts Standards:
1. VA6-1.3 Select and apply the most effective materials, techniques, and processes to communicate his or her experiences and ideas through artworks.
2. VA6-1.4 Use art materials and tools in a safe and responsible manner.
3. VA6-3.1 Identify and describe the content in works of visual art.
4. VA6-3.2 Select and use subject matter, symbols, ideas, and the elements and principles of design to communicate meaning through his or her art making.
5. VA6-3.3 Discuss the ways that choices of subject matter, symbols, and ideas combine to communicate meaning in his or her works of visual art.
6. VA6-5.2 Describe, discuss and evaluate, both orally and in writing, the different qualities and characteristics of his or her own artworks and those of others including works by South Carolina artists.
7. VA6-6.2 Compare and contrast concepts, issues and themes in the visual arts and other subjects in the school curriculum.

Integrated CCSS:
Language Arts
1. 6-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models and outlines.
2. 6-4.2 Use complete sentences in a variety of types (including simple, compound, and complex sentences) in writing.
3. 6-4.6 Edit for the correct use of written Standard American English including punctuation, semicolon, commas to enclose appositives, and commas to separate introductory clauses and phrases.
4. 6-4.7 Spell correctly using Standard American English.
5. 6-5.3 Create written descriptions using precise language and vivid details.

Objectives

1. The learner will discuss how personal relationships and environments are key component in belongingness.
2. The learner will view artworks about belonging and will describe how belongingness has affected humans throughout history.
3. The learner will create a concept map to explore how they belong in their family, school, and community.
4. The learner will create a portrait displaying a group or environment where they feel a strong sense of belonging.
5. The learner will practice responsible skills when handling materials.
6. The learner will create a journal entry reflecting and analyzing various artistic problems.

Materials

1. “What would have happened if…” handout (see attached)
2. Construction paper (concept map)
3. Notebook paper (paragraph)
4. Watercolor paper (portrait)
5. Pencils and erasers
6. Watercolor sets
7. Paintbrushes
8. Water-cup and paper towels
9. Sponges

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