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LESSON PLANS for DRAWING NARRATIVE CONFLICT RESOLUTION Grades K-5 Theme: Language Arts Unit: Narrative Visual Art Topic: Conflict resolution
CONTENT OF LESSON Knowledge 1. Learning various methods for solving conflicts through non-violent means. 2. Imagining and predicting the before and after occurrences of a particular event, and making connections between them. 3. Interpreting the visual cues in a piece of artwork and making connections between the characters in the artwork and students' own lives. 4. Younger students will create their own puppets as tools for storytelling and problem solving. Older students will create a series of dioramas or ¿3-D comic strips'. Skills 1. How to peacefully solve conflicts with others. 2. Realizing the consequences one event has on another. 3. Basic skills in analyzing and interpreting visual art. 4. Telling a story through a creative, visual means. Instructional Objectives 1. Students will practice non-violent conflict solving methods. 2. Students will understand sequence of events and draw connections between them. 3. Students will talk about art and apply what they are seeing to their own lives. 4. Students will convey a problem solving method through storytelling and visual art. CONTENT LEARNING STANDARDS Visual Art 1. Use the elements and principles of art as a means to express ideas, emotions and experiences. 2. Identify and describe the visual features and characteristics in works of art. 3. Use the visual arts as a means to understand concepts and topics studied in disciplines outside the arts. Language Arts 1. Speak clearly and at an appropriate pace and volume. 2. Deliver a variety of presentations that include relevant information and a clear sense of purpose. Social Studies Skills and Methods 1. Communicate information orally, visually or in writing. 2. Identify a problem and work in groups to solve it. LESSON IMPLEMENTATION Materials Reproduction or personal viewing of Kojo Griffin's ¿Untitled' in The College of Wooster Art Museum, paper, crayons, puppets, various puppet-making material, various diorama making material Anticipatory Set/Motivation 1. While at The College of Wooster Art Museum or in your own classroom, introduce Kojo Griffin's print "Untitled." A reproduction may be helpful to have on hand in the classroom but it is not necessary. 2. Ask the students what they think is happening in the print. Who are the characters? What are they doing? What do you think happened before this event and why do you think that? 3. After discussing the print, ask the students if they've ever felt lonely or picked on and how it makes them feel. 4. Hand out pieces of paper and ask them to draw with crayons how they would feel if they were in the elephant's situation. If the students are older, discuss how the artist used color to help convey emotion, such as in making the elephant blue to portray sadness while coloring the other animals in warm colors to convey ¿hot' emotions such as anger or meanness. Have older students consider color use when making their drawings. 1. Have students share their drawings in small groups or with the entire class. Activities and Procedures Grades K-3 1. Back in the classroom, explain to students that when there is a conflict, to think through what problem is causing the conflict that needs to be solved. 2. Have the students brainstorm situations of conflict that they have experienced. 3. With younger students, have puppets on hand with which the teacher acts out specific situations where the characters are experiencing an applicable conflict and demonstrate problem solving methods in front of the entire class. 4. Using the stick or paper bag method of making puppets, have children make a character based on one of the three animals in the painting. Teachers may have an outline of the puppet for children to color themselves or they may be allowed to use paper, cloth, buttons, sequins, pipe cleaners, feathers and various assorted material to create their puppets. 5. Using those puppets, have children practice talking out conflicts either in small groups or in front of the classroom. Be sure that they include the events that could have happened before the conflict as well. Grades 4-5 1. As with the younger students, explain that a conflict is a problem that needs to be solved. Brainstorm situations in which the students have been in a conflict and write them on the board. 2. An easy to memorize method for problem solving entitled the "Talk It Out Together" method is available on the website http://www.teachervision.fen.com/page/2990.html. Write the steps on the board and discuss it with students. 3. Dividing the students into three or four groups, have them choose a conflict and create a comic strip illustrating events before, during and after resolving the conflict in five frames. Students may choose to illustrate their frames on large, separate pieces of paper or instead make a series of dioramas out of clay or cardboard. 4. Students will write either speech bubbles or sentences to further describe what is taking place in their comic strips. Closure/Assessment Strategy Have students share their projects with other students. For example, the younger students can put on a puppet show for another class room, teachers or parents. The older students can display their projects in the community or around the school where they can be viewed. Follow-Up/Related Activities Have the older students work with the younger students in conflict resolution. Pair younger and older students up and allow them to talk about their projects. The younger students can present conflict and resolution scenarios with their puppets while the older students can develop skits out of their comic strips. ADAPTABLE TO GRADES 6-12 Have students pick another piece from the show that involves a more mature theme of conflict such as in Amy Cutlers "Tiger Mending" or one of Robyn O'Neil's pieces. Have them create a series of dioramas illustrating the before, during and after events taking place in the picture. Students can also write a story, skit or a poem about the events taking place and a solution. * Other works of Kojo Griffin that involve similar characters and themes can be found on in the internet. Many of them deal with violence and racial issues. These can be presented to older students for use in similar projects presented in this lesson plan. http://www.cherylpelavin.com/artists/KG-I.html Use the Image Search on Google to find more Kojo Griffin images. This lesson plan was written by Missy Offenhauser '06, a senior studio art/education major at The College of Wooster. |
