Storytelling through Art
Interdisciplinary Unit Plan connecting Art & Social Studies Grade 4
Lesson 1: Communicating through Greek Vases
Lesson 2: Decoding Hieroglyphics
Lesson 3: Illustrating Local Mythology
Jessica Dowling
Art Ed Curriculum PK-8
27 February 2020
TABLE OF CONTENTS
Storytelling through Art
Grade Level 4
Table of Contents
• Unit Map or Web Plan p...3
• Unit Plan Outline p...4
• Lesson Plan 1 p…6
• Lesson Plan 2 p…10
• Lesson Plan 3 p…14
• Rubric p...19
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UNIT PLAN OUTLINE
Storytelling through Art: Grade 4
STAGE I – DESIRED RESULTS
• UNIT TRANSFER GOAL –
Students will be able to independently use their learning to….
● demonstrate knowledge of stories and storytelling throughout time and
culture
● develop their own stories visually based on what they learned about other
cultures
• ENDURING UNDERSTANDINGS - Students will understand that:
● Art tells the stories of many different cultures and peoples
● Cultural objects/artifacts convey info about the human condition,
contributions, values, and aesthetics
● Artists record important cultural history
• ESSENTIAL QUESTIONS –
● What can we infer from artifacts?
● What ways have artists communicated in the past?
● In what ways does art reflect culture?
• STANDARDS ADDRESSED –
MA Visual Art
3.4 V.Cr.02 Organize and Develop
3.4 V.Co.11 Relate Artistic Ideas
3.4 V.R.08 Interpret
MA Social Studies
HSS 4.T2.02 - Using maps of historic Native Peoples’ culture regions of North
America and photographs, identify archaeological evidence of some of the
characteristics of major civilizations of this period (e.g., stone tools, ceramics,
mound-building, cliff dwellings).
MA ELA
W4.3 Write narratives in prose or poem form to develop experiences or events using
effective literary techniques, descriptive details, and clear sequences
W.4.5 Develop and strengthen writing as needed by planning, revising, and editing
RI Visual Art
VAD 2 (3-4)-1 knowledge and understanding of the role of Visual Art and Design in
personal, cultural, and historical contexts
VAD 3 (3-4)-1 Students demonstrate the ability to communicate in the language of
Visual Art and Design
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VAD 1 (3-4)-2 Students demonstrate knowledge and skill of media, tools, techniques,
and processes
RI Social Studies
HP3 (3-4) Students make personal connections in a historical context (e.g.,
source-to-source, source to-self, source-to-world)
HP2 (3-4)-1 1 Students connect the past with the present
HP2 (3-4)-2 Students chronicle events and conditions
RI ELA
CCSSI ELA 4 3. Write Narratives
• ACQUISITION/ UNIT OBJECTIVES
● Students will acquire knowledge of other cultures and times
● Students will be skilled at illustrating their ideas to create their own
narratives and stories
● Students will create their own methods of communication & storytelling
through visual means
● Students will experiment with different art mediums to convey their
narratives and ideas
STAGE 2 – ASSESSMENT EVIDENCE
• PERFORMANCE TASKS/PRODUCTS AS EVIDENCE
● Greek Vase Rough Draft
● Final Copy Greek Vase on Scratchboard with Watercolor
● Cartouche Styrofoam Stamp
● Cartouche Print Background with Ancient Egyptian Inspired Self
Portrait
● Local Myth Idea Board
● Local Myth Graphic Novel Page
• RUBRIC – See attached rubric.
STAGE 3 – LEARNING PLAN
• SCOPE AND SEQUENCE OF LESSONS:
● Lesson 1: Communicating through Greek Vases
○ Students will learn about the history of greek vases and greek gods
and then design their own using scratchboard and watercolors
● Lesson 2: Decoding Hieroglyphics
○ Students will explore Ancient Eygpt and their hieroglyphics, then
create a cartouche with their name in hieroglyphs and draw a
self-portrait inspired by ancient Egyptian art
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● Lesson 3: Illustrating Local Mythology
○ Students will learn about local legends (sasquatch, loch ness
monster, leprechauns, el chupacabra, etc) and then create their own
in the format of a graphic novel
Greek Vases
Grade 4
Introductory Information:
●
STAGE 1: DESIRED RESULTS
A. ENDURING UNDERSTANDING:
a. Cultural objects/artifacts convey info about the human condition,
contributions, values, and aesthetics
b. Artists record important cultural history
B. ESSENTIAL QUESTION:
a. What can we infer from artifacts?
b. What ways have artists communicated in the past?
C. STATE STANDARDS ADDRESSED:
MA
3.4 V.Cr.02 Organize and Develop
3.4 V.R.08 Interpret
3.4 V.Co.11 Relate Artistic Ideas
RI
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VAD 2 (3-4)-1 knowledge and understanding of the role of Visual Art and Design
in personal, cultural, and historical contexts
VAD 3 (3-4)-1 Students demonstrate the ability to communicate in the language
of Visual Art and Design
HP3 (3-4) Students make personal connections in a historical context (e.g.,
source-to-source, source to-self, source-to-world)
HP2 (3-4)-1 1 Students connect the past with the present
HP2 (3-4)-2 Students chronicle events and conditions
D. LEARNING OBJECTIVES:
● Students will explore Ancient Greek Art and Culture
● Students will create vases to convey stories or everyday happenings
● Students will reflect on the communication aspects of art from today and the past
● Students will develop fine detail skills using a scratch tool
● Students will mix their own color of terracotta in watercolor
●
STAGE 2: ASSESSMENT EVIDENCE
A. PERFORMANCE TASK OR FINAL PRODUCT:
a. The Final Product will be a vase inspired by Ancient Greece scratched on
scratchboard to covey a message about everyday life today or a favorite
greek myth
B. CONTINUUM OF ASSESSMENTS:
a. Ancient Greece Packet
b. Vase Rough Draft
c. Vase Final Copy
STAGE 3: LEARNING PLAN
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A. MATERIALS AND EQUIPMENT:
a. Classroom set of packets
b. Classroom set of Pencils
c. Classroom set of Scratch Board
d. Classroom set of Metal-tipped Scratch tools
e. Classroom set of watercolors
f. Classroom set of Paint Brushes
g. Classroom set of Water cups
B. VOCABULARY WITH DEFINITIONS:
Vase: a container that is used for holding flowers or for decoration
Pottery: objects (such as bowls, plates, etc.) that are made out of clay
usually by hand and then baked at high temperatures so that they become
hard
Terracotta: a reddish clay that is used for pottery and tiles
Mythology: ideas that are believed by many people but that are not true
C. TEACHER INSTRUCTION:
Class 1
a. The teacher welcomes students
b. The teacher introduces the lesson
c. The teacher leads VTS with Greek Vases
d. The teacher reads the story of Arachne and Athena
e. The teacher shows a short video about the myth of the Minotaur
and how it is related to other myths from around the world
f. The teacher passes worksheets out with Ancient Greek design
practices and a mini vase for a preliminary rough draft
g. The teacher calls for clean-up and line-up
Class 2
a. The teacher welcomes students
b. The teacher reviews last class
c. The teacher reads the story of Athena’s birth
d. The teacher passes out Ancient Greek Packets with a final rough
draft template.
e. The teacher calls for clean-up and line-up
Class 3
a. The teacher welcomes students
b. The Teacher passes out packets to students
c. Halfway through class, the teacher calls the students around a table
to demonstrate how to use the scratch tools and scratch paper
d. The teacher passes out supplies to students who have completed
both drafts and are ready for the final copy
e. The teacher dismisses students to work
f. The Teacher calls for clean-up and line-up
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Class 4
a. The teacher welcomes students
b. The teacher passes out packets and final copies
c. Halfway through class, the teacher calls the students around a table
to demonstrate how to mix a terracotta color with watercolors and
apply it to the white spots on the scratchboard
d. The teacher dismisses students to work
e. The teacher calls for clean-up and line-up
Class 5
a. The teacher welcomes students
b. The teacher passes out packets and final copies
c. The teacher instructs those who are finished with the final copy to
upload it to Artsonia and write an artist’s statement.
d. The Teacher dismisses students to work
e. The teacher calls for clean-up and line-up
QUESTIONS TO GENERATE DISCUSSION:
● What types of myths do we have in our culture?
● What ways can artists document history?
● What ways can art tell us about the past?
● What ways can we show the future about our culture?
● What are some similarities and differences between our culture and Ancient
Greece?
https://www.google.com/search?q=scratch+art+greek+vases&sxsrf=ALeKk03wtbVc9zLjMFS0Zjwjf7ShWsJB4g:1584381718093&tb
m=isch&source=iu&ictx=1&fir=2CaipSoN-tqrVM%253A%252C6VLz3RG02IfSvM%252C_&vet=
1&usg=AI4_-kSY1lTPeMQpfP4or7SygPGMCfUSTQ&sa=X&ved=2ahUKEwiS_vrryZ_oAhXJT98
KHdEaBlMQ9QEwAXoECAoQHg#imgrc=JMAlSM8CauOlaM
D. DIFFERENTIATION:
● Use visual labels and instructions (ELL, DI, CM)
● Pair student with a friend or with other students who speak the same language
(ELL)
● Provide assistance with materials (DI)
● Provide alternative materials (DI)
● Allow breaks (DI, CM)
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Decoding Hieroglyphics
Grade 4
https://www.artsonia.com/museum/gallery.asp?project=1734251
Introductory Information:
● Ancient Eygpt is a fascinating culture for all to study
● Hieroglyphics can be compared to modern-day emojis as a method of
communication
● Creating art inspired by another culture can lead to a great appreciation of the past
STAGE 1: DESIRED RESULTS
A. ENDURING UNDERSTANDING:
a. Cultural objects/artifacts convey info about the human condition,
contributions, values, and aesthetics
b. Artists record important cultural history
B. ESSENTIAL QUESTION:
a. What can we infer from artifacts?
b. What ways have artists communicated in the past?
C. STATE STANDARDS ADDRESSED:
MA
3.4 V.Cr.02 Organize and Develop
3.4 V.R.08 Interpret
3.4 V.Co.11 Relate Artistic Ideas
RI
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VAD 2 (3-4)-1 knowledge and understanding of the role of Visual Art and Design
in personal, cultural, and historical contexts
VAD 3 (3-4)-1 Students demonstrate the ability to communicate in the language
of Visual Art and Design
HP3 (3-4) Students make personal connections in a historical context (e.g.,
source-to-source, source to-self, source-to-world)
HP2 (3-4)-1 1 Students connect the past with the present
HP2 (3-4)-2 Students chronicle events and conditions
D.LEARNING OBJECTIVES:
● The students will discover Ancient Eygpt through its art and mythology
● Students will explore printmaking with brayers and styrofoam stamps
● Students will be introduced to hieroglyphs and their modern counterpart, emojis
● Students will pretend to be time travelers in Ancient Eygpt and create inspired
self-portraits.
● Students will reflect on their experience with Ancient Egypt
STAGE 2: ASSESSMENT EVIDENCE
A. PERFORMANCE TASK OR FINAL PRODUCT:
The final product will be a multi-media piece that includes a 5-print cartouche
background and an Ancient Egyptian inspired self-portrait drawn and finished in
watercolors.
https://www.artsonia.com/museum/gallery.asp?project=1734251
B. CONTINUUM OF ASSESSMENTS:
a. Ancient Eygpt Packet with Cartouche Practices
b. Printmaking: Cartouche Background
c. Ancient Egyptian Inspired Self-Portrait
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C. STAGE 3: LEARNING PLAN
A. MATERIALS AND EQUIPMENT:
a. Classroom set of packets
b. Classroom set of pencils
c. Classroom set of styrofoam rectangles
d. Classroom set of colored pencils
e. Classroom set of brayers
f. Tube of gold printmaking ink
g. Classroom set of printmaking trays
h. Classroom set of watercolors
i. Classroom set of paint brushes
j. Classroom set of water cups
k. Classroom set of watercolor paper
l. Classroom set of Egyptian hed stencils
B. VISUAL IMAGE RESOURCES:
https://www.natgeokids.com/uk/discover/history/egypt/hieroglyphics-uncovered/
https://patternuniverse.com/download/human-head-pattern/
https://art-educ4kids.weebly.com/egyptian-art.html
C. VOCABULARY WITH DEFINITIONS:
a. Hieroglyph: a picture used to write something
b. Symbol: an action, object, event, etc., that expresses or represents a
particular idea or quality
c. Cartouche: an oval frame used to surround the hieroglyphic name of any
important person in ancient Egypt
d. Print Making: a process where multiple prints of an image can be made by
use of stamp on which the image is created
e. Brayer: is a tool, similar to a paint roller, that allows you to apply ink
evenly to a large area.
D. TEACHER INSTRUCTION:
Class 1
a. The Teacher welcomes students
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b. The teacher introduces Ancient Egypt with VTS of art and
hieroglyphics
c. The teacher teaches briefly about symbols, hieroglyphs, and
emojis, and Ancient Egyptian Mythology
d. The teacher passes out packets with rough draft cartouches
e. The teacher instructs students how to create their cartouches
f. The teacher calls for clean- up and line-up
Class 2
a. The teacher welcomes students
b. The teacher recaps what was learned, last class
c. The teacher provides a quick demo on how to transfer cartouche
image to styrofoam to create a stamp
d. The teacher dismisses students to work on cartouches
e. The teacher calls for clean-up and line-up
Class 3
a. The teacher welcomes students
b. The teacher recaps plan for class
c. The teacher dismisses students to work
d. The teacher instructs students to work on the 3-d paper pyramid
when they have completed their cartouche stamp
e. The teacher calls for clean-up and line-up
Class 4
a. The teacher welcomes students
b. The teacher calls students around a table for a printmaking demo
c. The teacher dismisses students in pairs to get aprons and go to
tables to print cartouche on a black 8”x11.5” paper five times after
writing name on the back of the paper
d. When students are finished teacher instructs students to clean-up
and line up
Class 5
a. The teacher welcomes students
b. The teacher provides a quick demo on how to draw an ANcient
Egyptian inspired Self Portrait and how to make their skin tone out
of watercolor using water, brown, and primary colors.
c. The teacher passes out watercolor paper, and stencils after
instructing students to write their names on the back
d. When the students are done drawing their portraits, the teacher
instructs students to get watercolor materials
e. The teacher calls for clean-up and line-up
Class 6
a. The teacher welcomes students
b. The teacher instructs students to finish self-portraits, cut them out
and then glue them to their printed backgrounds
c. The teacher then instructs students to upload an image of their
work to Artsonia and write an artist’s statement
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d. The teacher dismisses students to work
e. The teacher calls for clean-up and line-up
QUESTIONS TO GENERATE DISCUSSION:
A. What similarities do you notice between our culture and Ancient Egypt?
B. What do you think people will think about our methods of communication
and art in the future?
C. What is something you learned that you didn’t know before?
D. What do you think of printmaking? What is a piece of advice you would
give to someone who hasn’t printed before?
E. DIFFERENTIATION:
a. Use visual labels and instructions (ELL, DI, CM)
b. Pair student with a friend or with other students who speak the same
language (ELL)
c. Provide assistance with materials (DI)
d. Provide alternative materials (DI)
e. Allow breaks (DI, CM)
Local Mythologies
Grade 4
https://www.amazon.com/Oopsy-Daisy-Cryptids-Monsters-Mythical/dp/B00V3WZQ94
Introductory Information:
● Children love mythical creatures and beings
● Many cryptids and mythological creatures are passed down in oral histories
● Today many artists are capturing these tales in graphic novels
● The Dedham Librarian has been teaching 4th and 5th graders how to critically
read graphic novels
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STAGE 1: DESIRED RESULTS
A. ENDURING UNDERSTANDING:
a. Art tells the stories of many different cultures and peoples
b. Cultural objects/artifacts convey info about the human condition,
contributions, values, and aesthetics
B. ESSENTIAL QUESTION:
a. What ways have artists communicated in the past?
b. In what ways does art reflect culture?
C. STATE STANDARDS ADDRESSED:
MA Visual Art
3.4 V.Cr.02 Organize and Develop
3.4 V.Co.11 Relate Artistic Ideas
3.4 V.R.08 Interpret
MA Social Studies
HSS 4.T2.02 - Using maps of historic Native Peoples’ culture regions of North
America and photographs, identify archaeological evidence of some of the
characteristics of major civilizations of this period (e.g., stone tools, ceramics,
mound-building, cliff dwellings).
MA ELA
W4.3 Write narratives in prose or poem form to develop experiences or events using
effective literary techniques, descriptive details, and clear sequences
W.4.5 Develop and strengthen writing as needed by planning, revising, and editing
RI Visual Art
VAD 2 (3-4)-1 knowledge and understanding of the role of Visual Art and Design in
personal, cultural, and historical contexts
VAD 3 (3-4)-1 Students demonstrate the ability to communicate in the language of
Visual Art and Design
VAD 1 (3-4)-2 Students demonstrate knowledge and skill of media, tools, techniques,
and processes
RI Social Studies
HP3 (3-4) Students make personal connections in a historical context (e.g.,
source-to-source, source to-self, source-to-world)
HP2 (3-4)-1 1 Students connect the past with the present
HP2 (3-4)-2 Students chronicle events and conditions
RI ELA
CCSSI ELA 4 3. Write Narratives
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D. LEARNING OBJECTIVES:
a. Students will discover local mythology
b. Students will create their own local mythology
c. Students will conceptualize the history of their own mythologies
d. Students will design their own graphic novel page about their local myths
STAGE 2: ASSESSMENT EVIDENCE
A. PERFORMANCE TASK OR FINAL PRODUCT:
a. The final product will be a one-page graphic novel layout about the local
mythologies that each student will individually craft and conceptualize
B. CONTINUUM OF ASSESSMENTS:
a. Local mythology packet including a rough draft
b. Rough draft of the local mythological creature
c. Plot worksheet/storyboard
d. Final copy Graphic novel sheet
STAGE 3: LEARNING PLAN
A. MATERIALS AND EQUIPMENT:
a. Classroom set of Pencils
b. Classroom set of Packets
c. Classroom set of colored pencils
d. Classroom set of Watercolors
e. Classroom set of paint brushes
f. Classroom set of water cups
B. VISUAL IMAGE RESOURCES
https://www.storyboardthat.com/create/worksheet-graphic-novel
C. TEXT, MEDIA, AND WEB RESOURCES
Bickel, S. (2020) “How to critically Read Graphic Novels.” Greendlodge
Library.
Torres, J., & Grand, A. (2018). How to spot a sasquatch.
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TRICKSTER: Native American tales, a graphic collection. (2020). S.l.:
FULCRUM PUBLISHING.
D. VOCABULARY WITH DEFINITIONS:
a. Mythological Creature: a supernatural animal, generally a hybrid,
sometimes part human, whose existence has not or cannot be proved and
that is described in folklore but also in historical accounts before history
became a science.
b. Cryptid: an animal (such as Sasquatch or the Loch Ness Monster) that has
been claimed to exist but never proven to exist
c. Graphic Novel: w ork of fiction or nonfiction that tells a story using comic
strips and that is published as a book.
d. Plot: The series of events that make up a story
e. Narrative: is a story that you write or tell someone, usually in great detail
E. TEACHER INSTRUCTION:
Class 1
a. The teacher welcomes students
b. The teacher introduces local myths (loch ness monster, bigfoot,
mermaids, El Chupacabra)
c. The teacher leads VTS with a few local myths
d. The teacher introduces the lesson
e. The teacher passes out Local Mythology Packets
f. The teacher calls for clean-up and line-up
Class 2
a. The teacher welcomes students.
b. The teacher recaps last class and passes out packets
c. Halfway through class the teacher talks about oral histories and
encourages students to start thinking about an origin/ plot for their
creatures
d. The teacher calls for clean-up and line-up
Class 3
a. The teacher welcomes students
b. The teacher introduces graphic novel elements
c. The teacher instructs students to work on plotline when finished
creating the local mythological creature
d. The teacher calls for clean-up and line-up
Class 4
a. The teacher welcomes students
b. The teacher recaps last class and introduces graphic novel sheets
c. The teacher passes out packets
d. The teacher passes out final copy graphic novel sheets to students
e. The teacher calls for clean-up and line-up
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Class 5
a. The teacher welcomes students
b. The teacher recaps graphic novel sheets
c. The teacher passes out packets and final copies
d. The teacher calls for clean-up and line-up
Class 6
a. The teacher welcomes students
b. The teacher passes out packets and final copies
c. The teacher instructs students to upload the final copy Graphic
novel sheet to Artsonia and write an artist’s statement.
d. The teacher calls for clean-up and line-up
QUESTIONS TO GENERATE DISCUSSION:
● What is a mythological creature?
● What have you heard about these creatures?
● In what ways do these stories spread?
● What is a graphic novel?
● What do you know about graphic novels?
F. DIFFERENTIATION:
a. Use visual labels and instructions (ELL, DI, CM)
b. Pair student with a friend or with other students who speak the same
language (ELL)
c. Provide assistance with materials (DI)
d. Provide alternative materials (DI)
e. Allow breaks (DI, CM)
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Criteria
4 3 2 1
Relation of Went above and Demonstrated Somewhat Needs some
concept to the beyond in understanding understood more time to
assignment: demonstrating of the concept concept understand the
Understood understanding concept
Vases were of the concept
used to
communicate
stories about
the Gods or
everyday life
Craftsmanship: Went above and Made a Sometimes Needs
Execution of beyond with constant made an effort improvement in
vase was made extreme effort to model to model neat modeling neat
with attention to neat craftsmanship craftsmanship
scratchboard detail craftsmanship
and watercolor
Use of Goes above and Makes use of Uses materials Needs
Materials: beyond to make materials respectfully improvement in
Used use of respectfully most of the treating
artist-grade materials time materials
metal-tipped respectfully respectfully or
scratch tools and intentionally intentionally
And mixed own
terracotta
color out of
watercolors
Conduct: Goes above and Respects Respects Needs
Participation in beyond in teachers, teachers, improvement in
class, respect, respecting classmates, and classmates, and respecting
and overall teachers, selves selves most of teachers,
demeanor classmates, and the time classmates, or
self. Exhibits self
leadership
qualities
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