Bill Jacobson
Arts Methods EDTE 229B, Section 01

Grade Level: 5th Grade
Time Frame: Six sessions of 1 hour duration over a period of two weeks.

TOPIC: A Visual arts lesson where the students design and construct their own bean and seed mosaic that will emphasize line, shape and color.

Artistic Perception:Each student will be able to identify different shapes that are created by line and color after constructing their mosaic.

Creative Expression:Each student will design a unique drawing using black lines to define the initial shape of their mosaic. The students will then choose four kinds of either beans, seeds or both to give color to their mosaic.

Historical and Cultural Context: Through lecture and small group discuss, the students will gain insight as to how their mosaic can help them relate to the Mexican culture and the importance that Cinco de Mayo holds for the Mexican people as well as the similarities to the American Revolution.

Aesthetic Valuing: The students in pairs will select two mosaics and decide if the mosaic has made good use of line, shape and color. Then as an entire class they will view the different mosaics and will decide if the mosaics as a whole has made good use of line, shape and color.

RATIONALE: By using the Visual arts, mosaics specifically, it provides the students with the opportunity to use perception, a chance to express their creativity, through their work they will be better able understand the historical and cultural significance of another culture, and develop aesthetic valuing of others works. They will be able to appreciate and see the different use(s) of line, shape and color.

Direct instruction and guided discovery will be used.

VOCABULARY: Line, Shape and Color.
Line -- a boundary between two shapes or areas; and a mark that forms part of the formal design of a picture distinguished from the shading or color.

Shape -- form, create; to give a particular form or shape to.

Color -- the aspect of objects and light sources that may be described in terms of hue, lightness and saturation for objects and hue.

INTRODUCTION: To gain the students' attention pose the following question: How many of you know what Cinco de Mayo is and who it is important to? After some discussions on the students' responses explain to them exactly what Cinco de Mayo is and its importance to the Mexican culture. Explain how in the Mexican culture they use designs to tell the story of important events in their history. Draw or show several pictures of different designs that are representative of this and while showing the different designs introduce the ideas of line, shape and color. Point them out so the students can begin to understand there relationship with each other. Question the students if they see how a line is related to shape? How a shape is made? How is color related to shape? With help from the students, model how to get started on a mosaic. May sure the students understand that they must use lines to draw their design and they are limited to four colors. All students will be required to do a mosaic.

1. Have the students think up what they want their design to be, e.g., an Aztec design, the Mexican Flag, etc., and then show you (the teacher) the design first before they are allowed to draw them on the cardboard. After getting approval from you, they can then get a piece of cardboard.

2. Have the students draw their design on a piece of heavy cardboard 5" x 5".

3. After the students have drawn their designs have them pick the four colors of beans and seeds they wish to use. Have the students place the beans and seeds into individual plastic baggies, with their name on the baggies.

4. At their desks or in small groups, allow them to glue the beans and seeds around and within the outlines of their design, until the entire surface of the cardboard is covered. This part of the activity will take a couple of sessions, so as to allow the glue to dry.

CLOSURE: After the students have finished their mosaics have them arrange them (the mosaics) into a mural. Once the mural is constructed have the students critically analysis the different designs for their use of line, shape and color. Ask the students if the mosaic has made good use of the three items, those being line, shape and color. Question them to see if by arranging several pieces of mosaic in a row will the mural tell a story of the events of Cinco de Mayo. Determine by questions and answers if the students have gained a greater awareness of the cultural significance of Cinco de Mayo. Additionally, question the students to see if they can understand how line, shape and color are involved in the world around them. Have the students point out examples of line, shape, and color, to you from objects in the classroom and playground.

EVALUATION: Part of the evaluation will come from the closure when you are asking them if they understand what line, shape and color are. Other ways to evaluate their work is to look at their finished mosaics and determine:
Have they have completely covered their piece of cardboard?
Did they use only four colors?
Is the design the same one that you approved?

CLEAN-UP At the 45 minute point in this activity the teacher needs to begin clean-up. This allows the students the time to collect their beans and seeds; place them back into their individual containers; put their pieces of cardboard in the specifically designated area for drying; assigned students from each group will collect the bottles of glue and return them to the storage cupboard. The students then can wipe their area for any spills.

Cut 5" x 5" pieces of heavy cardboard
Black markers (non toxic)
Assortment of beans and seeds, e.g., dried beans, pinto beans, peas, corn, rice, etc.

Students should be encouraged to bring in a 1/2 pound of whatever kind of dried beans and seeds in advance. These items can be purchased at almostany supermarket, i.e., Railey's, Safeway, Food 4 Less, etc.

Zip-Loc plastic baggies, should be bought in advance
White glue (Elmer's or any similar brand is fine)