Maya+Lin

media type="youtube" key="cIMTCJJ7Rq0" height="364" width="445" Group Members: Ariel Bourgeois, Mary Lynch,Chelsi Amos, Dee Jefferson,and Millicent Dickey Art 390 MW-9am (Ariel Bourgeois -partner 1) Making Changes in the Community Maya Lin is one of the most important artist of this century. Fleeing from China in 1949, before Communist invaded,Maya Lin and her family settled in Athens,Ohio. Growing up Maya's parents were both well educated,and talented in the works of art. They both worked at the University of Yale. Her mother wrote and taught literature,while her father was a ceramic artist and Dean of Fine Arts.Even though Maya had creativity and art running through her blood,she chose to study architecture at the same college her parents taught at. But as an architecture major,Maya Lin found a way to incorprate art into her architure piece. Maya produced many great pieces, but one piece called, " The Vietnam Memorial" would make her well known to the world. At 21 years old, Lin designed the Vietnam Veterans Memorial as a class project, then entered it in the largest design competition in American history. Her striking proposal, a V-shaped wall of black stone, etched with the names of 58,000 dead soldiers, beat out the submissions of 1,420 other entrants. This piece created alot of criticism when her unconventional design was selected, and she was not even mentioned at the dedication of the memorial in 1982. Since then Maya Lin has created sereval other masterpieces such as the Langston Hughes Library, Civil Rights memorial, The Wave Field,and etc.As an architect/artist, Maya Lin's work reflects a strong intrest in the environment and community. Every artpiece/monument Maya Lin has created describes historical figures who changed the world,and **community** for us, so we can live the way we now. (edited sentence-Millicent Dickey) //__**KEY CONCEPTS:**__// Teach children ways how to become involved in thier own community Inform the children about current programs in the community Does the media affect our community? Does Ccommunity have a particular color to it? (as a whole) If you could change one thing about our commuinty, what would it be and why?
 * //__BIG IDEA:__//**
 * //__Unit Title__//** "Change for our Community"
 * //__Research (Information about artist and his/her work)__//**
 * //__ESSENTIAL QUESTIONS:__//**

_ Lesson 1: Pictures are Apart of History (Millicent Dickey)

Time: One 30 Minute Session

Lesson Objectives:

After the lesson is over the student will be able to: 1. Be able to apply the definition of a hero and write a short paragraph. 2. Analyze past historical figures through the concept of a visual map. 3. Compare the past figures with those of today’s era.

Teacher Supplies: Video about Maya Lin Magazines Construction paper Glue Scissors Student Supplies: Picture of their hero Colored paper Glue

Description of why that’s their hero (Delete or Clarify: Mary Lynch) Art Content: Collage and Photography Method of Instruction: Discussion/Individual Work/Group Work Instructional Content: The students will watch a video over Maya Lin and her significance to art and historical figures. We will then have a discussion on what is a hero and the importance of history. We will discuss the question “What is a hero?” The students will then cut out things that describe the hero of their choice (from provided magazines, pictures, clip art, etc.) After this individual activity is complete we will come together as a class and make a classroom collage describing our hero’s and their stories. We will discuss and reflect over what each child cut and pasted about their hero. At the end of the activity the student will then write a short paragraph about the definition of a hero.

Assessment:

understanding of creative reflection. ||  Student went above and beyond in reflecting on self and group practice. ||
 * ** Criteria ** || **0** || **1** || **2** || **3** || **4** |||| **5** ||
 * Individual Project ||  Student did not complete project   ||   Student hurriedly and poorly constructed the project.   ||   Student constructed the project with several(5-7) issues in craft.   ||   Student constructed the project with Some (3 or 4) issues with craft.   ||   Student constructed the project with minor(1 or 2) issues in craft.   ||||   Student went above and beyond in the construction of project.   ||
 * Employed the identity in the concept of the artwork  ||   Student did not complete Project   ||   Student demonstrated little understanding of the concept of identity in the reflection or project.   ||   Student demonstrated the concept of identity in the reflection and project with with several contradictions   ||   Student demonstrated the concept of identity with minimal contradictions in its implementation and reflection.   ||   Student demonstrated the concept of identity in the formation of his or her project and reflection.   ||||   Student went above and beyond in the implementation and synthesis of identity in the construction of project and reflection.   ||
 * Took Risks (Creativity ) ||   Student did not complete Project   ||   Student did not take risks   ||   Student took minimal risks.   ||   Student took some risks   ||   Student took risks  . ||||   Student went above and beyond through taking risks and trying things outside the box.   ||
 * Participated in self/group critique  ||   Student did not complete Project   ||   Student demonstrated little effort in the completion of the critique   ||   Student demonstrated minimal understanding of the self/group critique process.   ||   Student demonstrated an understanding of the self/group critique process.   ||||   Student completed the critique and showed a good



Art Teks: · **Identify principles such as emphasis, pattern, balance, proportion, and unity in artworks** · **Create artworks using a variety of colors, forms, line, and media** · **Express ideas about simple subjects, ideas, stories, and constructions in artwork** · **Share ideas about art; demonstrate respect for others’ opinions; articulate reasons for preferences in personal artwork** · **Share art materials and tools when working in a group activity** · **Confidently express original ideas, thoughts, and feelings with a variety of media** · **Demonstrate more sensitivity to their surroundings and respond to structures in natural and constructed forms** · **Show greater understanding and appreciation of the artistic contributions of peers and artists**

Interdisciplinary Teks: Social Studies/ History · (1) In Grade 3, students learn how individuals have changed their communities and world. Students study the effects inspiring heroes have had on communities, past and present. Students learn about the lives of heroic men and women who made important choices, overcame obstacles, sacrificed for the betterment of others, and embarked on journeys that resulted in new ideas, new inventions, and new communities. Students expand their knowledge through the identification and study of people who made a difference, influenced public policy and decision making, and participated in resolving issues that are important to all people. Throughout Grade 3, students develop an understanding of the economic, cultural, and scientific contributions made by individuals. · (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich material such as biographies; folktales, myths, and legends; and poetry, songs, and artworks is encouraged. Selections may include the legend of Paul Bunyan. Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies. (b) Knowledge and skills. (1) History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to: · (A) describe how individuals, events, and ideas have changed communities over time; (2) History. The student understands common characteristics of communities, past and present. The student is expected to: (A) identify reasons people have formed communities, including a need for security, law, and material well-being; and · (B) compare ways in which people in the local community and communities around the world meet their needs for government, education, communication, transportation, and recreation, over time and in the present. (3) History. The student understands the concepts of time and chronology. The student is expected to: (A) use vocabulary related to chronology, including ancient and modern times and past, present, and future times; (B) create and interpret timelines; and · (C) describe historical times in terms of years, decades, and centuries.

Time: 30 min session LESSON OBJECTIVES: After the lesson is over the student will be able to express their thank yous through poetry, which will open a different perspective of art and language.  **(Edited sentence- Ariel Bourgeois)** Teacher Supplies:  Discussion about Maya Lin's Memorials, and how we can thank the people in our community (Edited Spelling and Grammar-Mary Lynch) paper  pencils  pens  markers     Student Supplies: Paper pencils  Pens <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">markers ART CONTENT: COLLAGE METHOD OF INSTRUCTION: DISCUSSION/INDIVIDUAL WORK/GROUP WORK: (edited spelling-Mary Lynch) Group Discussion: Think of ways that Maya Lin thanked people, now think of ways you can thank people.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Lesson 2: Influental Poetry (D’Unor Jefferson)

INSTRUCTIONAL CONTENT: The students will watch a video over Maya Lin and her significance to art and historical figures. Following that we will <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> (This sentence needs to be completed- Mary) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Extension: Their art work will be displayed in a nursing home as a memorial of thanks.

ASSESSMENT: The teacher will document the process of student engagement and understanding through poetry.

ART TEKS: PERCEPTION, CREATIVE EXPRESSION, HISTORICAL AND CULTURAL HERITAGE.

(5.1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences; and (B) identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers. (5.2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) combine information from direct observation, experience, and imagination to express ideas about self, family, and community; (B) compare relationships between design and everyday life; and (C) create original artworks and explore photographic imagery, using a variety of art materials and media appropriately. (5.3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to: (A) compare artworks from several national periods, identifying similarities and differences; (B) compare cultural themes honoring history and traditions in American and other artworks; and (C) identify the use of art skills in a variety of jobs. (5.4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) analyze personal artworks to interpret meaning; and (B) analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties.

INTERDISCIPLINARY TEKS: Language Arts: (4) Listening/speaking/culture. The student listens and speaks to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (A) connect his/her own experiences, information, insights, and ideas with the experiences of others through speaking and listening (4-8); (B) compare oral traditions across regions and cultures (4-8); and (C) identify how language use such as labels and sayings reflects regions and cultures (4-8).

(13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The student is expected to: (A) form and revise questions for investigations, including questions arising from interest and units of study (4-5); (B) use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8); (C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (4-8); (D) interpret and use graphic sources of information such as maps, graphs, time lines, tables, or diagrams to address research questions (4-5); (E) summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts (4-8); (F) produce research projects and reports in effective formats using visuals to support meaning as appropriate (4-5); (G) draw conclusions from information gathered from multiple sources (4-8); and (H) use compiled information and knowledge to raise additional, unanswered questions (3-8). ||
 * Lesson 3: Advertise for a Cause(Partner 4) Mary Lynch**
 * Time: two 45min sessions**
 * Lesson Objectives:**
 * To discuss and understand the impact of social change programs.**
 * To focus on one program and construct puppets and a script.**
 * To use successfully use video camera and program to construct a video incorporating video software.**


 * Resources for Teacher:**

Information about Maya Lin's project about Martin Luther King (Edited Sentence-Mary)
 * Video camera**
 * Computers with software**
 * colored markers**
 * scissors**
 * string ribbon**
 * construction paper**


 * Concepts and findings from Maya Lin**
 * ART TEKS:** **(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) invent images that combine a variety of colors, forms, and lines; (B) place forms in orderly arrangement to create designs; and (C) increase manipulative skills, using a variety of materials to produce drawings, paintings, prints, and constructions.**

Time: set aside 2 45min class periods**
 * Lesson 4: Building Your Wall of Honor (partner 4: Chelsi Amos)
 * Lesson Objectives:**
 * **Students will understand the importance of the names written on vietnam memorial**
 * **Students will know specific facts regarding the vietnam war**
 * **Students will be able to symbolize images with important names**
 * **Students will be able to comprehend and recall the meaning of different vocabulary words associated with the vietnam war**
 * Teacher Supplies:**
 * **Pencils**
 * **Rulers**
 * **Colored Pencils**
 * **Paper**
 * **Power Point on Maya Lin**
 * **Images of the Vietnam War**
 * **brick template printed on card stock**
 * Art Content: Symbolism through making an Artwork made from paper**
 * Method of Instruction: Individual work**
 * Instructional Content: The teacher will go over the powerpoint with the students discussing the works and history of Maya Lin.

Extention: The students artwork will be displayed out in the hallway for everyone to see.** The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) combine information from direct observation, experience, and imagination to express ideas about self, family, and community; (B) compare relationships between design and everyday life; and (C) create original artworks and explore photographic imagery, using a variety of art materials and media appropriately.**
 * Assessment: The students knowledge will be tested over a classroom discussion to critique their input.**
 * Art Teks:**
 * (5.2) Creative expression/performance.

Group Members: Jeannette Roman, Gloria Hurtado, Amanda Modisette TEMPLATE/ EXAMPLE LESSON PLAN FORMAT (Amanda Modisette) BIG IDEA: ENVIRONMENT Unit Title: Who Am I? Exploring Possibilities of Self. IMAGES OF ARTWORK: RESEARCH (Amanda Modisette) Maya Lin was born in Athens, Ohio in 1959. When she was a senior at Yale University, she submitted the winning design in a national competition for a Vietnam Veterans Memorial to be built in Washington, D.C. She was trained as an artist and architect. Her other works, such as: sculptures, parks, monuments, and architectural projects are linked by her ideal of making a place for individuals within the landscape. Her inspiration for her sculptures and architectures come from culturally diverse sources, including Japanese gardens, Hopewell Indian earthen mounds, and works by American earthworks artists of the 1960s and 1970s. Maya incorporates the environment into her art work by creating amazing landscapes. In 2005 she created a landscape and named it Flutter in Miami, Florida. The landscape looks as if the grass has waves like an Ocean. She did not use paint or a canvas, she simply used what she found in the environment, grass and dirt for example. This is not the only piece she made from the environment. She created many other amazing landscapes, sculptures, and architectures throughout her lifetime. During her childhood, Maya Lin found it easy to keep herself entertained, whether by reading or by building miniature towns. Maya loved to hike and bird watch as a child. She also enjoyed reading and working in her father's ceramics studio. From an early age she excelled in mathematics, which led her toward a career in architecture. While in high school Lin took college level courses and worked at McDonalds. She considered herself a typical mid-westerner, in that she grew up with little sense of ethnic identity. She admits, however, to having been somewhat "nerdy," since she never dated nor wore make-up and found it enjoyable to be constantly thinking and solving problems.

" "- Edited by Jeannette Roman

KEY CONCEPTS: • Environment- the aggregate of surrounding things, conditions, or influences. ESSENTIAL QUESTIONS: How Do Maya Lin's creations effect the environment? What are some of the benefits of using the environment in art? How does the environment affect art?

Lesson 1: Create your own space (Jeannette Roman) Time: Two 45 min sessions LESSON OBJECTIVES:- After the lesson is over the student will be able to: Identify common shapes, such as circle, square, rectangle, and triangle.The child will also use mathematical vocabulary to describe shape pictures. The child also be able to put together shapes to make real‐world objects and other shapes.

Teacher Supplies: Presentation on the works of Maya Lin. Paper Glue Wooded Shapes Labeled Shapes

Student Supplies: Paper Pencil Glue Wooded shapes

ART CONTENT: Building METHOD OF INSTRUCTION: DISCUSSION/INDIVIDUAL WORK/GROUP WORK: Pre-lesson Instruction: Please think of something you want to create if you could decorate your own yard.

INSTRUCTIONAL CONTENT: Students will see a presentation with the creations of Maya Lin. A short description of her work will be given before the presentation. The idea will be for the students to create their own designs if they had a yard to work on. Students will learn their shapes, give examples on how they are of critical importance in Maya Lin and her work, and relate to other real world objects. After, students will be given their supplies of wooden shapes to place on top of their paper and create their designs with those shapes. The students are to glue their shapes together to complete the design and answer what each piece of shape is called. The teacher will circle around the room in order to discuss, document, and reflect on the process. Once their design is complete students will explain their process on creating their design. At the end of the activity as a class we will review our shapes and reflect on how shapes are all around us, even in our own backyards. The students will also participate by naming their work and describing it to the class.

Edited by: Gloria Hurtado

ASSESSMENT: The teacher will document the process of student engagement and understanding through photos, and observation notes.

The second lesson plan is provided to show how you could build on the process above using the same artist. It is incomplete. Lesson 2: Picture This! (Partner 3) Time:45min Lesson Objectives: synthesize cultural information to produce a self portrait that addresses the concepts of cliche or stereotype. utilize math skills for measurement in the construction of a pinhole camera. demonstrate an understanding of chemical reactions through the development of a photo negative and positive image.

Resources for Teacher: Coffee can Black plastic Pin foil Tape KODABROMIDE Paper Kodak Dektol Developer Fixer ART TEKS: (5.1)Perception. The student develops and organizes PERCEPTION, CREATIVE EXPRESSION, HISTORICAL AND CULTURAL HERITAGE, AND RESPONSE AND EVALUATIOn

INTERDISCIPLINARY TEKs:

REFERENCES: [] =

=**Lesson three?? ( Gloria Hurtado) EARTH DAY!!! Pre-k Two 45 min sessions**= objectives: The students will learn about the environment and accurately identify environmental issues and solutions. They will be able to apply what they learned into their everyday life by writing an illustrated message on the issues and their solutions to the community. " " edited by Jeannette Roman

Illustrations of Maya Lin works Construction paper Colors/paint
 * Teacher Supplies:**

pen pencil colors
 * Student Supplies**:

illustrations for issue and solution of environment awareness EDITED BY AMANDA MODISETTE
 * Art Content:**

METHOD OF INSTRUCTION: DISCUSSION/INDIVIDUAL WORK/GROUP WORK:

It will start by showing the works of Maya Lin. from there go into a discussion with the class about how the environments looks like and how it should. we will discuss how we could make it better and how we can inform others to do the same. Then some students will be asked to draw illustrations about how the environment looks, and other students will draw illustrations on how it should, and the rest on what we could do to change it. Then have them present it to the class.
 * INSTRUCTIONAL CONTENT:**

EDITED BY: Amanda Modisette