Sweet Home Chicago...2nd grade art theme

Exploring the greatest 

city in the world....

sweet home Chicago

In second grade, we continue to make our connection to a bigger place, a grander world and wider perspective....in an awfully fun way!  This year, I really focused on exposing these young, vibrant, enthusiastic students to their world beyond their neighborhood, connecting them to history, culture and art passed the boundaries of Palatine.  So, we took a trip (literally and metaphorically) to Chicago!  

I thought to myself, how are these students going to make even the smallest connection to this amazing city and remember something...anything.  We looked at photographs, we read a book about Larry the dog, we listened to music, we watched videos, we visited the Chicago History Museum....

and we studied the Chicago flag.

 

We Chicagoans take a certain pride in our city, standing shoulder to shoulder for all that is the great city by the lake.  Its history, its culture, art, architecture, food, music, neighborhoods...the list goes on.  The one unifying symbol is the flag.  

But what does it all mean?

 This was my students' focus. 

  

 We began with a song and a video

http://www.youtube.com/watch?v=f18ga0i6r2A

http://www.youtube.com/watch?v=eH7Py5STeOM

(side note: This was about a 4 week lesson, with a culminating activity of visiting the Chicago History Museum.  Within the 4 weeks, we did a lot!  One very important element that encouraged my students to really embrace this lesson was music, based on Chicago.  From Frank Sinatra to the Blues Brothers to Muddy Waters, the students had a multi-sensory experience.  All that was missing....the hot dogs!----next year, I guess.)  

We discovered that each component to the flag was a representation of the city and the city's history.  We observed how even if we changed the red stars to a different picture, it somehow still connected with the city.  As we explored different representations of the flag of Chicago, we also noticed that the format remained the same.

 

(side note: at this point in the lesson, the students were not told what each star symbolized.  Their discovery of these symbols was reserved for their exploration in the Chicago History Museum) 

 

We began to discuss what symbols we would use to connect us to the city as second grade students.

Using the same format as the Chicago Flag, we created our own interpretations, representing our unique characteristics and qualities.

 

Each student flag expressed their likes, their strengths and their favorite things....

 As they were painting, they were singing along to this....

http://www.youtube.com/watch?v=Tlou_2lMLAc  

 

This project helped us prepare for visiting the 

Chicago History Museum.  

It created an exciting buzz, that exploded in astonishing cheers along the way.  As we were taking the long drive to the city, 80 students on the bus saw it.....waving and flapping in the wind....

The Chicago Flag.  The bus erupted with, "The Chicago Flag.  Mrs. Angelopoulos, the FLAG!!!"  It was one of those moments when, as a teacher, you sensed gratification, joy and slight ear pain.  The students' goal was to find the answers to a few simple questions, one being 

"What does each star on the Chicago Flag symbolize?"

 The Chicago adventure would not have been complete without a dog getting lost  in the city because he wanted a hot dog.  Larry Gets Lost in Chicago is wonderful book captures all the great sites and sounds of Chicago, through the adventure of a dog.  (I have recently come to find out, Larry gets lost in a lot of places!  What a lucky dog. 

 http://larrygetslost.com/activity_kit1.pdf )  

Our focus was recapturing what we saw, even if it was through a bus window....

We referred to black and white photographs of Chicago and the covers of Larry's book to create quick value studies of a great city.

 










 Using monochromatic paper, black construction paper, scissors and glue, the students created their own skylines, by either referencing pictures of Chicago or just what they remembered.While working on this project, we recaptured our museum experience by listening to a Chicago legend that was featured in the museum's 

"Jazz Club".....

 http://www.youtube.co/watch?v=-fsE7O_3W8s

The lesson, sadly, ended.....but the results were and are amazing.Now, nearly a month later, these second grade students continue to recall their art adventure by making pictures for me, telling me their own experiences in the city and calling "The Bean"....Cloud Gate.

Love them.

Thanks for dropping by the 

SMocKroom

xoxo, SMocK you.

The Symolic Colors of the Maasai.....3rd graders in Kenya

We took a short detour after our ridged trip to Antarctica and while waiting for the suitcases to arrive, and explored the life, culture and art of the Maasai tribe in Kenya on the continent of Africa. 

 

The focus of this travel experience was to learn and understand the different ways people from different parts of the world live, communicate and express themselves.  We started with an exciting discussion about the life and culture of the Maasai peoples of Kenya, along with a little bit of independent note taking.  Throughout our travel adventures, I have been guiding their note taking in their 'passports' by writing the information on the board. 

On this adventure, each student listened and wrote the information independently.  It was really awesome to see the students feel comfortable with this activity.  The main reason independent note taking was successfull is because of the consistent routine of our travel experiences. 



Maasai Warrior with Shield



The students used familiar techniques, knowledge and materials to create their own unique, self reflective shield or necklace.



http://www.maasai-association.org/maasai.html

Materials:

brown construction paper

white tagboard

pencils

erasers
scissors

black sharpies

paint (basic colors, plus white and black)

brushes


What to do:

After the introduction, discussion and answering a gazillion questions, students choose to create either a shield or a necklace. 

To Make a SHIELD: 

1. fold a piece of brown construction paper lengthwise

2. draw a half oval-ish shape, starting from the fold and ended at the fold to create a symetrical shape

3. cut it out
4. draw a symetrical design
5. trace with black sharpie

To Make a NECKLACE:       
1. trace a paper plate
2. draw a larger circle around the plate
3. cut it out, creating a slit to cut out the 'inside' circle
4. draw a pattern all the way around the necklace
5. trace with black sharpie
              

 

To PAINT both SHIELD and NECKLACE:

6. students use 4 colors from the Symbolism Chart and paint the shield and necklace

7. students use express why they chose the specific colors using the prompt:

I am _(color)_____________because___(description of characteristic)______________.

 

"I am red because I am brave. I will stand up for anyone who is getting bullied" 

written by a 3rd grade warrior

 

Students' curiosities and inquisitions were really amazing for this quick lesson.  From the differences of their houses to their daily lives, to the "jumping dance", students began to understand and appreciate the world outside of the art room.

Please refer to this link for the resources used in the lesson: 
African Art, History and just a bit of Mystery

Also, check out the links for more resources and help students 'see' the world!

http://www.youtube.com/watch?v=AidkPPF49xc 

(for video)

http://askenya.org/pdf/bmg-symbolism.pdf

(symbolic chart sheet)

http://www.maasai-association.org/maasai.html

http://www.kenya-information-guide.com/maasai-tribe.html

See you back in the

SMocKroom

xoxo, SMocK you.

Check out the lesson Faces, Faces Everywhere... on Edcanvas

 The Universal Thread...ART

 Join the movement and connect your students to the world.  

A simple drawing can speak a thousand words and create meaningful inquisitions amongst students around the world. Connect your students to students across the globe by participating in an art collaboration.  Check out the link below and get your students drawing!

Check out the lesson Faces, Faces Everywhere... on Edcanvas: Check out the lesson Faces, Faces Everywhere... on Edcanvas

see you back in the 

SMocKroom

xoxo, SMocK you