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3rd Grade Dragons
Transcript of 3rd Grade Dragons
BookCover image from: http://valcat.vlc.lib.mi.us/ipac20/ipac.jsp?session=K3U394547525F.7476&profile=dial3&uri=full=3100001~!2412266~!10&ri=2&aspect=power&menu=search&source=~!horizon&ipp=20&spp=20&staffonly=&term=d+is+for+dragon&index=.TW&uindex=&aspect=power&menu=search&ri=2#focus Scoring Opportunities Art Creation:
Use art materials safely and appropriately: follow procedures to set up and clean up
Demonstrate quality craftsmanship Art Expression: Elements and Principles of Art and Design
Use symmetry and asymmetry for effect
Apply art elements and art principles to create artwork Critical Analysis
Describe artworks using appropriate vocabulary: focus on art elements and principles such as color, balance, repetition, proportion, types of media used to create the artwork, and type of work produced. Scoring Opportunities Art Connections Real World Connections
Describe different purpose for art (to express ideas or emotions, to persuade, to tell a story Connections to Other Disciplines
Identify art concepts in other subject areas Vocabulary Symmetrical Balance
Day 1 Students listen to the story D is for Dancing Dragon: A China Alphabet by Carol Crane. As you are reading the story stop on the Dancing Dragon page and read the side flap about dragons
After reading the story have the students clap different patterns. I like the AB pattern because that is the pattern that will be used for the dragon.
Tell the joke about Pete and Repeat.
Pete and Repeat were in a tree. Pete fell out who was left?
Students say: Repeat
Then you repeat the riddle, Pete and Repeat were in a tree. Pete fell out who was left?
Keep repeating until it becomes clear to them what is repetition.
Demonstrate how to fan fold the body and create a pattern.
When putting together the body. I show the students how to glue the head to the cardboard support and then the head to the body. Day 1 Day 1 6" x 6" SQUARE 18" x 6"
Rectangle I show the students how to fan fold the body. I explain that first you fold then you flip. Next, you fold and then flip. I explain that they need to use this type of pattern when creating their bodies. Show how to cut out the tail; plain and fancy. Next, show how to glue the pattern pieces in the middle in a pattern. A A A B B B 1" x 5" Rectangle Day 2 Have students stand behind their chair. Have the students copy what you are doing with your body.
Put your arms out equally and say symmetrical balance.
Then have your students put one arm in the air and the other to the side and say asymmetrical balance.
Try several different ways. Have them repeat what you are doing.
Next have the students guess what you are doing.
Finally, have students pick a partner and mirror each other explaining that they need to be symmetrically balanced. Symmetrically
Balance Day 2 Demonstrate how to add pieces to the face using symmetrical balance. I tell the students do not use a lot of glue, only a dot where the pieces attach. Explain that some pieces can go on the backside. Day 4 Review with the students what is symmetrical balance. Demonstrate how to add more pieces to the dragon face using symmetrical balance. Day 3 Review with the students what is symmetrical balance. Demonstrate how to add more pieces to the dragon face using symmetrical balance. Explain how to draw make the eyes, and how they can extra pieces as long as they are symmetrically balanced. Try different ways Day 5 Review with the students what is symmetrical balance. Show students how to add designs. Tell them as they add designs, whatever they do to one side they need to do the side. Explain that they need to add designs to their body in a pattern. They can also add little triangles to the body if they have time. Tape sticks to the back or straws. Day 6 Explain that today was are going to create our own dragon dance just like in the book.
Show students how to hold the dragon in front of their face and create the accordion type movement with their dragon.
Next show students how to use different levels of low, medium, and high when dancing.
Have student create/practice a pose at each of the levels: low, medium, and high.
Next, have students listen to #12 on the CD from Interdisciplinary Learning Through Dance.
Have the students spin, twirl, create a wave with the dragon body. Day 6 Day 6 1/2" x 12" After the dancing have student write about what they created.
Have the students give a title, and an artist statement.
Write an example on the board for the students to look at:
1. My dragon uses an "AB" pattern.
2. My dragon uses symmetrical balance because both sides are the same.
3. My dragon uses cool colors for different parts.
4. My dragon is used for a celebration. Materials Imagefrom: http://www.artsonia.com/museum/art.asp?id=5101572&exhibit=183299&gallery=y Glue
Straws or sticks
Paper for artist statement
Black 12 x 6
Black 6 x 6
Variety of warm or cool color triangles, shapes and sizes By