This is a concept for a recurring family night idea that revolves around a book that has recently become a movie. Activities for this parent-involved evening includes writing prompts, art activities, skits & discussions
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THE PLAN
3 sessions; 90 minutes per session
Students will be able to further understand a piece of literature through various art activities, among others, in a family night setting.
(for The Lorax activity)
yellow, red,& white model magic
string
pipecleaner
black permanent markers
popsicle sticks (2 per student)
drinking straw
paper clips (1 large, 2 small per student)
glue
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(for The Borrowers/Secret World of Arrietty activity)
shoebox (1 per student)
wide variety of small recycled objects (i.e. bottle caps, twigs, fabric, spoons, foil, etc.)
glue or hot glue/glue gun
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(for The Hunger Games activity)
posterboard
markers
optional:
printed online images
glue
scissors
For all 3 activities:
1. Read the book chosen in your classroom
2. Arrange a date with local movie theatre/drive-in for students to see the movie (or wait until it comes out on dvd & show it in the multipurpose room or cafeteria.
3. Invite parents to Title 1 Family Night
4. Have cooperating classroom teachers assist in a "center" environment
5. Rotating groups of parents/students in 30 min. sessions
6. See powerpoint for comm. art activities (Examples include: text to self connections via movie clips, write a letter to the Once-ler giving tips on recycling, create a script for a commercial promoting one of the tributes, etc.)
Art Activities...
"The Lorax"
7. In the artroom, students will create a Lorax marionette
8. Glue two popsicle sticks intersecting their middles in an X.
9. show students how to mix red & yellow model magic to create orange & form the body of the Lorax, as well as, seperate arms with hands)
10. add yellow model magic to create his whiskers & eyebrows
11. use white model magic to create eyes & overlay some of the orange for eyelids
12. put a drop of glue on the large paperclip & push it into the top of the Lorax's head leaving one end sticking out.
13. do the same with the two small paperclips & push them into the hands leaving an end out.
14. Use the straw to cut out a circle at the top of each arm.
15. Push the straw through the model magic from the left to the right shoulder area. Cut the straw ends off so that that it's not visible.
16. Run a pipecleaner through the straw & attach the armholes to the ends of the pipecleaner.
17. cut the pipecleaner ends to a workable amount and curve the remaining ends into a sort of knot to keep the arms on.
18. attach 3 pieces of string to the ends of the popsicle sticks and then tie the opposite ends to the paperclips that are in the hands & head.
19. Allow to dry overnight before holding them up to avoid stretching the arms out.
"The Borrowers/The Secret World of Arrietty"
7. Distribute shoeboxes
8. Discuss how Arrietty's family may have created their home, using items "borrowed" from a normal-sized home that nobody would miss.
9. Have students go through recycled items to create a room in a Borrower home (living room, bathroom, bedroom, kitchen, etc.)
10. Attach pieces using tackyglue or hot glue (parental assistance for glueguns)
11. Some items may need to be altered first(cut, shaped,etc.)
12. Stack boxes to represent one complete multi-roomed house for display.
"The Hunger Games"
7. Discuss the role of a Tribute, the tribute characters in the book & their strengths
8. Distribute markers & posterboard (printed images of the characters in the movie may be used if you choose)
9. Guide them in choosing a tribute & creating a poster that promotes him/her.
10. Draw a portrait of the tribute
11. Use lettering skills to create the title (the tribute's name)
12. In your poster, include the tribute's district, strengths & an original motto/slogan.
13. Allow a moment for students to share their posters & why they chose the Tribute that they chose.
Following the activities:
14. All parents/students meet together in the multipurpose/gymnasium room for closing remarks about the book
15. Parents/children drive to the local movie theatre/drive-in to watch the movie for a great closure for a great family night!
Alternative: for those without a nearby theatre or if your theatre will not offer free or reduced-priced tickets, you can wait until the movie is available on dvd & watch it on a screen in your gymnasium or cafeteria.
Objectives are not assessed. This is a family night idea that includes using art as a source for cross-curricular learning for a title 1 comm. arts unit.
The powerpoint has any additional information you may need.
THE STANDARDS
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[K-4] Students use art materials and tools in a safe and responsible manner
[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories
[5-8] Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices
[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
[9-12 Advanced] Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation
Visual Arts Standard 2: Using knowledge of structures and functions
[K-4] Students use visual structures and functions of art to communicate ideas
[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas
[9-12 Proficient] Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning
[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
[9-12 Advanced] Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[9-12 Advanced] Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[K-4] Students identify connections between the visual arts and other disciplines in the curriculum
[5-8] Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts
[9-12 Advanced] Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences
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