Lesson Plans

Final Project: Beckie Harwood ARH 6930 Fall B 2017

Unit Title: Give Peace A Chance: Connections through faith and art

Grade Level: 6th

Subject: Visual Arts
Estimated Completion Time: 6-8 Sessions (meeting once a week for 45 minutes)

 

 Overview:                                                                                               

The purpose of this unit is to add ethnic and religious diversity to the art curriculum through a series of lessons that will focus on the Abrahamic faiths, which are Judaism, Christianity, and Islam; students will observe how the three faiths are connected. Students will watch a short documentary on each faith to discover the core elements and history of each religion. They will view several documentaries on the history of stained glass and stained glass techniques; students will discover how these windows are used as a form of communication. Also, students will observe several representations of the tree of life that belong to each faith and will learn about various symbols and/ or meaning presented in each and recognized although they differ they are still connected.

The rationale behind this unit is to build a bridge between the three faiths and to create an awareness that all three faith accept that God first revealed himself to Abraham, who is our father of faith and considered the first prophet. Focusing on how the three faiths are similar can dispel the negative stereotypes associated with the East and can promote peace, which our world desperately needs.

Brief description of each lesson in this unit:

Lesson 1: In this study, students will be introduced to the unit plan. Students will discover the importance of cultural/religious diversity and the need for mutual respect. They will gain an understanding of basic beliefs and common stories that each faith share, such as the story of Creation, Adam and Eve, and the covenant between God and Abraham. Furthermore, they share some of the same moral teachings concerning mercy, justice, and good deeds. All, three faiths agree that salvation is granted by the grace of God.  Additional similarities include the call to worship, fast, and celebrating high Holy Days. Focusing on such similarities can eliminate the notion of otherness that is often applied to the to the unfamiliar. To accomplish this task students will watch three short documentaries on each faith, observe a PowerPoint presentation and participate in a class discussion. Students will draw symbols of faith or symbols of life experiences in their art journal. These drawings will be incorporated into our final project.

 

Lesson 2: This lesson will introduce the students the concept of Tree of Life that represents each faith. Trees are considered important subjects within each religion because they represent the natural world and often times reveal the connection between the heaven and the underworld. The basic roots of the tree of life rest in the story of Adam and Eve in the Garden of Eden; which all three faiths share. However, Judaism and Islam forbid the use symbols or images such as people and animals. The tree of life images are more than a pretty picture; they are filled with moral teachings, life lessons and may reveal special blessings. To accomplish this task students will observe a PowerPoint presentation and participate in a class discussion. Students can share what images or symbols they might use in their tree of life. We will focus on how art can be used as a form of communication. Students will begin drawing their own tree of life that reflects their faith or life experiences.

 

Lesson 3: Students will explore the history stained glass and various techniques artisans use to create it. They will discover that historian’s credit the Egyptians for beginning first to create colored glass. However, the use of stained glass windows in churches did not become common in the 1100’s. Many religions adorn their worship centers with stained glass windows and the visions are breathtaking. However, their purpose goes beyond appearance. These windows elevate our senses and many believe the light these windows produce transforms their spiritual state. During the medieval period, the clergy used the windows as a visual aid to teach the Gospel to those who could not read. The same can be said for the windows found in many synagogues.   To accomplish this task students will observe a PowerPoint presentation, watch three short videos regarding stained glass representation from each faith and participate in a class discussion. Students will also view popular stained glass images from around the world to include those installed in churches, mosques, and synagogues. Students will use their drawings from the previous lessons and draw a final draft combining the two images.   Students will need to section off their final image to look like stained glass. Next, students will watch a short demonstration on how to create their stained glass images. Students will begin creating their Tree of Life faux stained glass panels. The final faux stained glass panels will be displayed in the art room.

Enduring Understandings:

  • Students will gain a basic understanding of the faiths that make up the Abrahamic faith
  • Students will gain an understanding of the history of stained glass and various techniques to create it.
  • Students will gain an understanding how each faith uses shapes, color, symbols and/or images in stained glass to elevate our senses and evoke a deeper connection to the spiritual world.

 

Essential questions:

  • Is peace possible?
  • How can we embrace our culture and respect that of others?
  • How can art be used to build connections
  • How can art enrich our understanding?

 

Key Vocabulary:

  • Abrahamic faiths
  • Monotheism
  • Judaism
  • Christianity
  • Islam
  • Fasting
  • Holy Observances
  • Tree of Life
  • Religious Symbols
  • Religious Images
  • Cultural Diversity
  • Religious Differences
  • Tree of Life
  • Bible
  • Torah
  • Quran
  • Prophet
  • Stained Glass
  • Lead Lines

Tools and Materials:

  • Smart Board
  • Laptop
  • PowerPoint
  • Drawing paper
  • Pencils
  • Erasers
  • Rulers
  • Large roll of laminating film or large sheets of laminating scraps
  • Dry erase markers
  • 12 bottles of clear glue
  • 24 bottles of white glue
  • Black acrylic paint
  • Acrylic paint – variety of colors
  • 6 boxes of toothpicks
  • Paper towels
  • Water basins
  • Paint brushes – variety

 

 

 

 

Final Project: Beckie Harwood ARH6930 Fall B 2017

 

Lesson One Title: Three Faiths, One Love

Grade Level: 6th
Estimated Completion Time: One session (meeting weekly for 45 minutes)

 

 

Overview:

 

Students will be introduced to the unit plan. Next, they will discover the importance of cultural/religious diversity and the need for mutual respect. Students will learn about the Abrahamic faiths, which are Judaism, Christianity, and Islam. They will gain an understanding of the basic beliefs and common stories that they share, acknowledging such similarities can dispel the notion of otherness that is often applied to the East and to the unfamiliar.

 

 

Diocesan Learning Standards:

AR 6.1 creates artwork that demonstrates an awareness of the range and purpose of drawing tools such as pens, charcoals, markers, pencils, colored pencils, oil pastels, pastels, conte crayon, etc.

AR 6.45 selects subject matter, ideas, and symbols for works of art to communicate meaning; which can include the specifics of the Catholic faith and traditions

AR 6.46 uses imagination and immediate environment including family, home, church, personal experiences, and surroundings as sources for ideas both abstract and realistic

AR 6.51 examines works of art that communicate significant cultural beliefs or set of values and understands how cultural influences add to the meaning of works of art

 

Lesson Objectives:

  • Students will gain a basic understanding of the Abrahamic faiths.
  • Students will recognize how these three faiths are similar (Monotheism, Fasting, High Holy Days, Worship and Prayer, Lineage back to Abraham).
  • Students will study various symbols and artistic images associated with each faith.
  • Students will apply their understanding and draw a sketch of symbols that represent their faith and/or draw symbols that represent personal experiences.

 

Tools and Materials:

  • Computer/ Smart Board for Videos
  • PowerPoint presentation of faith images
  • Student Art Journals/Sketchbooks
  • Pencils

 

Instruction:

Students will be introduced to the unit plan overview. Next, Students will watch three mini-documentaries on each faith. Each faith will be introduced in the order of its origin: Judaism, Christianity, and Islam. Links to the mini-documentaries are noted below.

 

OWN Belief Series: Christianity

https://www.youtube.com/watch?v=4Z6CArFTLmk

 

OWN Belief Series: Judaism

https://www.youtube.com/watch?v=xJbg_cXYFyM

 

OWN Belief Series: Islam

https://www.youtube.com/watch?v=wgP_OSOS3IA

 

 

Class discussion will take place to discuss the similarities between each faith. We will discuss symbols/images of faith. Also we will discuss some basic beliefs and common stories each faith shares; which links them together, which will help better understand the Abrahamic faiths. All images are considered practice drawing because they will be incorporated into one final drawing for the final project.

Assessment:

Students will complete an exit ticket listing how their faith and/ daily lives are similar to one of the other faiths mentioned in the videos.

 

 

 

Lesson Two Title: Rooted in Faith: A study of the Tree of Life

Grade Level: 6th
Estimated Completion Time: Two sessions (meeting weekly for 45 minutes)

 

The tree of life that represents each Abrahamic Faith retrieved from Pinterest: https://www.pinterest.com/artbybeckieann/tree-of-life-project/

 

Overview:

Class discussion will take place to highlight similarities of the three faiths. This lesson will introduce the students the concept of the Tree of Life as it relates to each religion. They will view Tree of Life images that represent each faith. Class discussion will take place to allow students to share what images or symbols they might use in their tree of life. Students can draw inspiration from their faith and/or from life experiences. Students will practice drawing their Tree of Life.

 

Diocesan Learning Standards:

AR 6.1 creates artwork that demonstrates an awareness of the range and purpose of drawing tools such as pens, charcoals, markers, pencils, colored pencils, oil pastels, pastels, conte crayon, etc.

AR 6.45 selects subject matter, ideas, and symbols for works of art to communicate meaning; which can include the specifics of the Catholic faith and traditions

AR 6.46 uses imagination and immediate environment including family, home, church, personal experiences, and surroundings as sources for ideas both abstract and realistic

AR 6.51 examines works of art that communicate significant cultural beliefs or set of values and understands how cultural influences add to the meaning of works of art

 

Lesson Objectives:

  • Students will gain a basic understanding of the Abrahamic faiths.
  • Students will study various symbols and artistic images associated with each faith and how art can be used as a form of communication.
  • Students will apply their understanding and draw a sketch of a Tree of Life that represent their faith and/or draw symbols that represent personal experiences.

 

Tools and Materials:

  • Computer/ Smart Board for Videos
  • PowerPoint presentation of Tree of Life images
  • Student Art Journals/Sketchbooks
  • Pencils

 

Instruction:

Day 1: Class discussion will take place to highlight similarities of the three faiths. This lesson will introduce the students the concept of the Tree of Life as it relates to each religion. They will view Tree of Life images that represent each faith via a PowerPoint presentation. Class discuss will take place to allow students to share what images,

symbols or patterns they connect with. Students will have the opportunity to share what images they might use in their tree of life. Students can draw inspiration from their faith and/or from life experiences. Students will begin their practice drawing their Tree of Life. All images are considered practice drawing because they will be incorporated into one final drawing for the final project.

 

Day 2: Prior to class start time, I will place two different tree of life images at each table with notebook paper and pencils. When students arrive, they will be placed into table groups of three or four. Students will be provided with a few minutes to discuss the images. Then, students will be instructed to describe all the details that are similar in each image. Next, students are to describe the various differences and discern the religion associated with this tree of life. This activity incorporates interaction, collaboration and as my informal assessment. Once this is complete student will continue to work on their Tree of Life drawing.

Assessment

Students will complete the compare and contrast activity on Day 2 to serve as an informal assessment.

 

 

 

 

 

Lesson Three Title: Stained Glass Windows: Images that speak to the soul

Grade Level: 6th
Estimated Completion Time: Five sessions (meeting weekly for 45 minutes

 

Stained glass windows in places of worship for each faith found on Pinterest https://www.pinterest.com/artbybeckieann/tree-of-life-project/

 

Overview:

Class discussion will take place to review previous lessons. This week students will explore the history and techniques of stained glass art by watching several short documentaries.   Students will also view popular stained glass images from around the world to include those installed in churches, mosques, and synagogues. 

Diocesan Learning Standards:

AR 6.7 demonstrates a working knowledge of painting vocabulary

AR 6.8 demonstrates the ability to use painting tools in a safe and responsible manner

AR 6.5 creates artwork that demonstrates an awareness of the range and purpose of painting tools and materials such as brushes, palettes, watercolors, tempera, acrylics, etc.

AR 6.6 expands the variety of painting techniques such as transparent, opaque, wet, dry, wash, etc. to achieve desired visual effects

AR 6.45 selects subject matter, ideas, and symbols for works of art to communicate meaning; which can include the specifics of the Catholic faith and traditions

AR 6.46 uses imagination and immediate environment including family, home, church, personal experiences, and surroundings as sources for ideas both abstract and realistic

AR 6.51 examines works of art that communicate significant cultural beliefs or set of values and understands how cultural influences add to the meaning of works of art

 

Lesson Objectives:

  • Students will understand the history of stained glass.
  • Students will observe how art can be used to communicate ideas, concepts, and stories.
  • Students will observe how stained glass can be used in places of worship and in other public settings
  • Students will apply their knowledge and create their own faux stained glass panel that represents their life experiences, reflects their faith and promotes peace.

 

Tools and Materials:

  • Computer/ Smart Board for Videos
  • Student drawings from previous weeks
  • Clear glue
  • White glue
  • Acrylic paint- variety of colors
  • Water bins
  • Paper Towels
  • Brushes- variety of sizes
  • Black construction paper

 

Instruction:

Day 1: Class discussion will take place to review previous lessons. This week students will explore the history and techniques of stained glass art by watching several short documentaries.   Students will also view popular stained glass images from around the world to include those installed in churches, mosques and synagogues. Students will refer to their practice drawing from the previous lessons and draw a final draft combining the two images.   Students will need to divide or section off their image to look like stained glass. Next, students will watch a short demonstration on how to create their stained glass images. Students will begin creating their Tree of Life faux stained glass panels.

 

Watch the following videos during class:

 

A Story in Every Stained Glass Window

https://www.youtube.com/watch?v=8aXQE9q9BeE

 

Stained Glass – Mosque

https://www.youtube.com/watch?v=MftslAXP2iI

 

Stained Glass Windows at Mt Sinai Synagogue

https://www.youtube.com/watch?v=fQbQf8FClhU

 

Day 2: Students will watch a short demonstration regarding the process to create faux stained glass. The will learn how to use various supplies to create a unique faux stained glass panel that we will display in in our classroom the week of World Peace Day and/or the week of National Day of Prayer.   Their panels will act as a non-verbal form of communication to promote peace and cultural awareness.   Students will begin creating their Tree of Life faux stained glass panels.

 

Watch this tutorial during class:

Faux Stained Glass Tutorial

https://www.youtube.com/watch?v=f6HQIIqgtkI

 

Days 3-5: Students will continue to paint their faux stained glass panels.

 

Assessment:

Students will have the opportunity to share the meaning behind their work and will be assessed based on classroom discussion and final product outcome.

References:

OWN Belief Series: Christianity

https://www.youtube.com/watch?v=4Z6CArFTLmk

 

OWN Belief Series: Judaism

https://www.youtube.com/watch?v=xJbg_cXYFyM

 

OWN Belief Series: Islam

https://www.youtube.com/watch?v=wgP_OSOS3IA

 

A Story in Every Stained Glass Window

https://www.youtube.com/watch?v=8aXQE9q9BeE

 

Stained Glass – Mosque

https://www.youtube.com/watch?v=MftslAXP2iI

 

Stained Glass Windows at Mt Sinai Synagogue https://www.youtube.com/watch?v=fQbQf8FClhU

Faux Stained Glass Tutorial https://www.youtube.com/watch?v=f6HQIIqgtkI

Alcorn, R. (2016). What is the Tree of Life? Retrieved from https://www.crosswalk.com/faith/bible-study/what-is-the-tree-of-life.html

 Gjelten, T. (2015). Do Christians and Muslims worship the same God? Retrieved    

from https://www.npr.org/2015/12/20/460480698/do-christians-and-muslims-   worship-the-same-god

 The Abrahamic Faiths-an introduction (n.d.). Retrieved from http://interfaithexplorers.com/for-teachers/teaching-information-and-guidance/the-three-abrahamic-faithsThree Religions, One God. (n.d.) Retrieved from. http://www.pbs.org/wgbh/globalconnections/mideast/themes/religion/index.html

 Tree of Life (2015). Retrieved from http://stclementchurch.org/about/art-architecture/tree-life

 Tree of Life. (n.d). Retrieved from https://www.tokenrock.com/explain-tree-of-life-160.html

Tree of Life: Middle East Conference. (2014). Retrieved from http://www.unitedparishbrookline.org/news/tree-of-life-middle-east-conference

Tree of Life Teachings. (n.d) Retrieved from http://www.treeoflifeteachings.com/tree-of-life/

Wellman, J. (n.d.). Retrieved from https://www.answersonheaven.com/single-post/2017/01/18/What-about-the-Tree-of-Life-in-heaven