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5% Funded

Only $930.00 Needed

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Goal

The goals of this project include:
• The student makes connections between the visual arts, other disciplines, and the real world.
• The student understands and applies media, techniques, and processes.
• The student understands the visual arts in relation to history and culture.
• Students use strategies to clarify meaning (storytelling).
• Students demonstrate active class participation. (make a game)
• Students demonstrate use of effective time management and organizational skills.
 

What will be done with my students

To understand how the project works let’s begin the story of Babe, Paul Bunyan’s blue ox. Students read this story aloud and practice oral fluency. According to the story, it was so cold that the words people said froze as soon as they came out of their mouths. For the first art activity, I begin with construction paper and scissors. Students create Babe, a blue ox from a template I provide. They cut him from blue construction paper and glue the sections together.
Next I remind students that in the story Babe filled his saddlebags with frozen words. Using wrinkled brown craft bags, which have been rubbed with crayons to give them a leathery look, the children make a saddlebag, add some pouches and place these on Babe’s back.
Now I have the students cut out the words from the story. These are specifically chosen to help both the ESOL and lower learners practice their storytelling. Next, to add a mathematical flair to the lesson, I assign each a weight to each word then have the children distribute the words evenly between the two bags. Practicing both reading and mathematics vocabulary in this lesson is an added bonus.
As a result of this grant, students create what I am calling Art Pockets. Students read a story, create an art project and store these different activities in their ‘pockets”/ portfolios. The hands-on time with these designs enhance comprehension for students. Activities for the stories include a sketching a silhouette picture, constructing a diorama complete with background and moving parts as well as developing a flip-book of a character’s adventure. Every story a child reads has a corresponding artist component. Students practice folding origami for one lesson while others introduce students to forming a volcano from modeling clay. Using the knowledge they acquired from the art lessons, students now create a board game that incorporates all the stories, characters, themes, settings etc. It can be based on anything from Apples to Apples to a game like Monopoly or Sorry.
Once all the lessons are completed ESOL students are encouraged act out the stories we read in class. Dramatizing and speaking the words helps with language acquisition. Additionally they will be playing the games we created as a way to enhance comprehension and conversation.
 

Benefits to my students

This benefit of this grant is it allows me to teach the "whole child:.

I teach both English Speakers of Other Languages (ESOL) and intensive Reading at my school. Based on the school’s schedule, I see these students every day for 110 minutes. Due to state mandates, these children have no choice of electives meaning no PE, no music, no drama, no art.  

Budget Narrative

Each of these items is used to respond to reading a tall tales.

Johnny Appleseed uses the paper craft plates yarn scissors and glue to make a wall hanging and summarize the tall.

Pecos Bill - the foam board and postits making a vest with a visual representation

Paul Bunyan and Pecos Bill -utilize craft, computer and construction paper making a replica of Babe an writing a cinquain.

Students must create an originl tall tale color in their character and print out a typed copy. This is where the toner is essential since the school budget no longer provides classroom toner.

 

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