Show a short slideshow defining murals and outlining a brief history: the Chauvet Cave, Egyptian tombs, and Rufus Porter as an example of a mural artist. Focus on the idea of murals being a long-standing part of world history and on their longevity. Today, you can go and visit murals that were created over 30,000
Cartography: Mapping Portland
Students will participate in a walking field trip around their school and community. They will travel with sketch clipboards to draw or list what they notice. Upon returning to school, students will engage in a discussion about where different places are located in their community. The teacher will explain and introduce the project, ask students
LESSON 1: Drawing Exercises
Step 1: Warm up Hand out a project journal to each student. Have the students do two warm-up drawing exercises. 1. Imaginative Drawing: students do an imaginative drawing based on a story told by the teacher. Tell or read the students a true story of a time in history. On the first page of the
LESSON 2: Researching Like an Artist
Step 1: How to use project journals Teachers need to allow time for journal entries (10 minutes for each drawing during a field trip or in-class history lesson). Students should have a minimum of three entries per field trip or in-class session. How to use the project journal: Use pencil. Use journals for all project
LESSON 3: Creating the Mural
Step 1: Transfer drawings Students who have drawings in the mural (“artists”) transfer their drawings in pencil to the panel through the use of an overhead or digital projector. They are given a last opportunity to make changes/revisions. Sometimes additional research is necessary to make details accurate (students can use visual references, e.g., of a
CELEBRATION OF LEARNING
Celebration Suggestions Classroom Teacher Led Mural Project Option 1: A School and Community Event The classroom teacher shares the process of the research project and culminating mural. The project journals are displayed. Students are asked to read parts of the journals that influenced the mural content and images. Option 2: A Classroom Event The students
MURAL MAKING: STANDARDS ADDRESSED
COMMON CORE STATE STANDARDS corestandards.org Reading Standards for Informational Text: CCSS.ELA-Literacy.RI.3.1–3.10 Writing: CCSS.ELA-Literacy.W.3.1–3.10 Speaking and Listening: CCSS.ELA-Literacy.SL.3.1–10 Vocab Acquisition: CCSS.ELA-Literacy.L3.1–10 Comprehension and Collaboration: CCSS.ELA-Literacy.SL.3.1A–D Presentation of Knowledge and Ideas: CCSS.ELA-Literacy.SL3.4 Math, measurement and Data: CCSS.MATH.CONTENT.3MD.A.1–4 Social Studies: Time, Continuity and Change People, Places & Environment NATIONAL CORE ART STANDARDS nationalartsstandards.org CREATING Anchor Standard 1: Generate
PREP ACTIVITY: Thinking Like A Cartographer
Set Up: Teacher or teaching artist is at front of room. Students gather in a space with a projector and open floor space. Each student has a clipboard, individual atlas, and pencil. Teaching Tip: Invite a map maker to read this prep exercise. Step 1: Introductions Teacher or teaching artist gives an intro on the
LESSON 1: Introduction to the Atlas
Before you begin… Each student should choose a building, location, or space in Portland to research as part of their Portland History unit. ie: Lincoln Park, Monument Square, Portland Observatory, Victoria Mansion Step 1: Draw Your Home Each student will make a map of their home and block. First, have students create a “mental map”
LESSON 2: Dividing Up the Map
Before you begin… Using Google Maps, pin each student’s special place to create a customized map. Cut watercolor paper into 7”x7” grid pieces. Step 1: Observe the map “How can we make a map of Portland? What if we divided it up into smaller parts and each person had one part—or section—to create?” Make a
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