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
LESSON 1: Moving and Freezing
Set Up: Push all tables, desks, and chairs to the edges of the room. Clean the floor. Having students take their shoes off is ideal, as long as the floor is not too slippery with just socks on. Leaving sneakers on would be OK. Teachers can use discretion with this suggestion. Meet in a large
LESSON 2: Building Scenes
Set Up: Push all tables, desks, and chairs to the edges of the room. Clean the floor. Have students remove their shoes and store them under their desks. Meet in a large circle. Step 1: Facts we know Ask the students about the curriculum content they are learning for the physical theater unit (historical event,
LESSON 3: Parts of a Stage
Set up: Push all tables, desks, and chairs to the edges of the room. Clean the floor. Have students remove their shoes and store them under their desks. Meet in a large circle. Step 1: Warm-up activities Instruct students to find their warm-up spot and go through warm-up activities. Echo activity (add new challenges) Mirror
LESSON 4: Rehearsing Roles
Set up: Push all tables, desks, and chairs to the edges of the room. Clean the floor. Have students remove their shoes and store them under their desks. Meet in a large circle. Step 1: Warm-up activities Instruct students to find their warm-up spot and go through warm-up activities. Echo activity (add new challenges) Mirror
CELEBRATION OF LEARNING
Be sure the performance space is big enough to replicate the classroom stage space and also hold the audience (e.g., gym, library, or cafeteria). Before the show: Each class should have a final rehearsal in the performance space either the day of the show or a few days before. If an actor is absent, his
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