TREE OF LIFE A LESSON IN CREATING A TREE OF OUR WORLD
Kurzman_Weaving_Iran
The Visionary Art of Willow Arlenea
“Tree of Life” Mexico
CREATED BY AZITA MORADKHANI MIXED MEDIA – GRADE FIVE OCTOBER 2012
“Tree of Life” Mexico
Introductory Information Lesson Title: Tree Of Life: A lesson in creating a tree of our world Grade: Fifth Class size: 15 Length of period: 45 minutes, 3-4 classes LESSON TOPIC AND DESCRIPTION: Firstly, students will think about the many differences
between art styles. They will learn how artists are able to portray different aspects of their life by expressing them through the passion of their art. They will become familiar with “Tree of life” which is a universal symbol found in many spiritual traditions around the world which has become a symbol of love, wisdom, rebirth, strength, forgiveness, friendship and prosperity. The students will be given a variety of materials so that they can explore working with mixed media and collage work. They will use a combination of illustrations, words, collages and integrate a variety of materials including markers, color pencil, magazine images and more. Before their studio time begins, they will be asked to think about some questions. How can I illustrate my tree of life? What is important to me in my life? What are my interests? What issues do I care about? They will also be asked to explain their ideas behind pictures and words which they used in their tree of life. The final project will be a symbol of their world which tells a story about who they are.
STAGE 1 - DESIRED RESULTS A. ENDURING UNDERSTANDINGS:
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They know a universal symbol of life from thousands of years ago. Artist show their world, feelings, thoughts, and imagination when creating works of art. They create a symbol of their own life through their tree of life.
B. ESSENTIAL QUESTIONS:
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How I can show visually and verbally who I am? What are the most important parts in my life? What makes an art piece a symbol?
C. GOALS/STANDARDS (Massachusetts State Frameworks):
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Drafting, Revising, and Exhibiting. Students will demonstrate their knowledge of the process in creating and exhibiting their own art work: drafts, and critique. They will self-assess, refine, and exhibit preparation. Critical Response. Students will describe and analyze their own art work and the work of others using appropriate visual arts vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation. Concept of Style, Stylistic Influence,and Stylistic Change. Students will demonstrate their understanding of styles, stylistic influence, and stylistic change by identifying when and where art works were created, and by analyzing characteristic features of art work from various historical periods, cultures, and genders.
D. LEARNING OBJECTIVES:
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The students will demonstrate who they are, what is important in their life, and how they see the world through making a tree of life. The students will experiment with a variety of media.
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The students will investigate their culture and customs then apply them in their art work. The students will examine artists work who focused on the tree of life and transfer their ancestor's beliefs and traditions.
STAGE 2 – ASSESSMENT EVIDENCE A. PERFORMANCE TASKS AS EVIDENCE (Art Product): A good example of the final project
will be a painting which shows the discovery of different aspects of their lives which they feel passionate about and demonstrate personal reflection. It may consist of symbols, pictorial signs and text. B. OTHER EVIDENCE /CONTINUUM OF ASSESSMENT STRATEGIES: There will be a brief
introduction about history and usage of “Tree of life”. Students will be asked to attend a discussion to reflect on their own ideas and to get a better understanding of the project. They will examine works by famous and local artist as well as my sample of art work, to guide their reflection and fulfillment of the project. They will be asked to think about their ideas which they are going to share and talk about it. C. CRITERIA:
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Did the student's final product tell something about who they are? Did the student's incorporate a variety of materials? Did the students investigate their culture and traditions for their project? Did the student's take inspiration from the artists presented? Did the student's work show thoughtful introspection?
STAGE 3 – LEARNING PLAN A. MATERIALS AND EQUIPMENT:
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12.11 white mixed media drawing paper Pencils and erasers Color pencil Water color Paint brushes Glue sticks Magazines Scissors Craft supplies (string, beads, fabric,etc)
B. VOCABULARY WITH DEFINITIONS: • Tree of life: A universal symbol found in many spiritual traditions around the world.
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Introspection: The contemplation of your own thoughts and desires and conduct.
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Portraitist : A person who makes portraits, especially a painter or photographer.
C. VISUAL IMAGE RESOURCES:
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Claude Monet. 1886. Woman with a parasol. Oil painting. Two dimensions. Retrieved October 12, 2012 from website: en.wikipedia.org/wiki/File:Claud-Monet-023.jpg Claude Monet. 1872. Springtime. Oil painting. October 12. Two dimensions. Retrieved October 12, 2012 from website: en.wikipedia.org
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Rembrandt. 1642. Night watch. Oil painting. Two dimension. Retrieved October 12, 2012 from website: en.wikipedia/wiki/File:The-Night watch-by-Rembrandt.jpg Leonardo da vinci. From 1495 until 1498. The last supper. Oil painting. Two dimensions. Retrieved October 12, 2012. Rembrandt. From 1663 until 1665. Return of the prodigal son. Oil painting. Two dimensions. Retrieved October 12, 2012 from website: wiki/File:Rembrandt-the-return-of-the-protigal-son.jpg
Last Supper by leonardo da vinci - 1498
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Rembrandt - 1659
Ancient Manicheaeis. 2500 Bc. Tree of life. Sculpture. Tree dimensions. Retrieved October 12, 2012 from website: www.flicker.com/photos/manichaeism/6467320335/in/photostream/Alfonso Castillo. 2009. Tree of life. Sculpture. Tree dimensions. Retrieved October 12, 2012 from website: en.wikipedia.org/wiki/File:TalaveraTreeMAPDF.JPG THE IRANIAN; Arts, Culture, History, Persian Rugs/Carpets, Lion. (n.d.). THE IRANIAN; Arts, Culture, History, Persian Rugs/Carpets, Lion. Retrieved from website: http://www.iranian.com/Arts/Jan98/LionRugs/p8.html
“Tree of Life” Iran – 2500 Bc
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Claude Monet - 1886
“Tree of Life” Iran – 2500 Bc
“Tree of Life” Mexico
ÂTree of LifeÂattr: Heron Martinez. (n.d.). -- #W080. Retrieved from http://historiaantiques.com/detail.php?inv_num=W080
“Tree of Life” Mexico
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“Tree of Life” Mexico
THE IRANIAN; Arts, Culture, History, Persian Rugs/Carpets, Lion. (n.d.). THE IRANIAN; Arts, Culture, History, Persian Rugs/Carpets, Lion. Retrieved from http://www.iranian.com/Arts/Jan98/LionRugs/p8.html
“Tree of Life” Iran
“Tree of Life” Iran
“Tree of Life” Iran
D. TEXT, MEDIA AND WEB RESOURCES:
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Tree of life. (2012, October 13). Wikipedia. Retrieved October 14, 2012, from http://en.wikipedia.org/wiki/Tree_of_life
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Legends of The Tree of Life. (n.d.). Squidoo. Retrieved October 14, 2012, from http://www.squidoo.com/tree-of-life
E. INSTRUCTION:
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The teacher will begin the project with a class discussion on what made humans interested in arts from the beginning of time, and what aspects influenced on artistic styles. The teacher will show some art works of famous artists like Rembrandt and Monet. Then talk about their different artistic styles throughout their professional lifetime. The teacher will introduce an old universal symbol “Tree of life” to the students. She will also discuss about its variations in features and concept from the past up to now. The teacher will show examples from local and well known artist that embody the tree of life. The teacher will share her own art work in regards to the project, which answers questions about interest, family, goals and culture.
“Tree of Life” Azita
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The teacher will ask the students to share their idea, thoughts and concept about their tree of life. The teacher will list the student's ideas about about their tree-of-life. The teacher will offer bringing objects that they may want to incorporate into their art works such as family photos, favorite fabric and etc. The teacher will give each student a 12.11 mixed media white paper. The teacher will put one box of crayons, pastels, markers and pencils along with one glue stick and pair of scissors in the center of each table. The teacher will walk around the classroom to see how students are involving into the project and help them to express what they feel and think about their interest. The teacher will remind the students at the end of class to look more carefully in their family and cultures to find interesting ideas about their tree of life and bring in materials that they want to incorporate in their art works.
F. QUESTIONS TO GENERATE DISCUSSION:
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What is the meaning of “Tree-of-life” and where is it come from? Why “Tree of life” has different meaning for every one? What are some examples of “Tree of life”? What are the important aspects of yourself that you wish to mention in your art work? What is introspection? How do you feel when you express your feeling and show your life visually? How can introspection help you in making an aesthetic, meaningful tree of life? What reasons would you use text along with imagery?
G. LEARNING ACTIVITIES:
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Students will think about creating a symbol of their life as an artist. Students will get a conception and theme behind a part of art history. Students will find a common symbol in different societies and make connection between countries. Students will search their own society's symbols, culture, and beliefs. Students will learn how art can be personal and social at the same time. Students will see how a traditional symbol has changed during the century and become practical in different ways for new generation.
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