2017-462-E Arts - New Hope Elem. School - 2017-18 Arts Grant Agreement

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DocuSign Envelope ID:B3B563FD-6D63-4031-A74C-538395FA5A15 Residency Overview Overview: Planning Session: Students will be introduced to the culture of China Tuesday, January 17"' at 9:10 am through its folktales, traditions, music, and visual art. Students will observe examples of visual art Residency Dates from China and listen to traditional Chinese music Tuesday 2/7, Friday 10/7, Monday 2/13, and folk tales. Students will apply what they have Wednesday 2/15, Friday 2/17 learned about these outputs of Chinese culture by writing and illustrating their own folk tales. Daily Times Concepts and Vocabulary: 1) 8:15 -9:00 Pam Smith's class (21 students) Folk Tale 2) 10:00 — 10:45 Kelsea Munyan's class (23) Oral Tradition 3) 10:50 — 11:35 Claire Ketcher's class (21) Culture 4) 11:40 — 12:25 Stacy Lingle's class (22) Tradition Watercolor..._. .. ., _ . ....... ......_..............................................,....�._ _ wwwww_ ._ .,..,dw.,.�..._.._.................... . . ....... ... Residency Day to Day Day One: The whole class will gather on the carpet for teaching artist and student introductions. After getting to know each other, the class will talk about China, locate it on a map and view images of Chinese people and cultural celebrations. Students will pass around and observe examples of Chinese visual art. Next, students will listen as the teaching artist reads aloud an example of Chinese fables. The class will discuss the moral of this story. Students will return to their desks and begin brainstorming ideas —through drawing -for their own folktales. Students will be asked to focus on three main elements in their folktales/fables: a detailed setting (indoor or outdoor, environment, season, time of day, weather, etc.) characters (including at least one magical animal), and a moral (lesson about right and wrong). Papers will be collected and kept in classrooms until the following class. Day Two: We will start by reviewing what we learned on Day One. The teaching artist will then read another example of a Chinese fable. As a class, we'll discuss the setting, characters, and moral of the story. Students will then view the teacher's rough draft example and then return to their desks to continue working on the rough drafts of their fables. The teaching artist will check in with students about their drawings, making sure that each artist has created a detailed setting, characters that interact (with at least one magical animal) and a moral or lesson. When students have created a fully developed rough draft with the requisite elements they will receive their final paper. Artists will draw, in pencil, the final version of their fable in preparation for watercolor painting on day three. If students finish their final draft early, they will begin working on the written version of their fable. *Erhu music will play softly in the background while students are working. Day , . , ,... .____, ...........__....,_.. � _.............wwwwwww........._._.w......_._......_._._,_......... ......... ...., ...,................m__....m.m.m..ww___.._.._.................................. . ._........_......m Three: Class will begin with a review of our main concepts. The teaching artist will offer a demonstration on how to effectively use watercolor paints and how to successfully apply paint to their drawings. Students who have completed their final drawings will move on to watercolor. Students who are still finishing their final drafts will continue to work on those. Students who finish with the watercolor during class will start working on the written narrative portion of their fable, which will accompany their final painting. Students will follow the writing sequence and structure (there is a worksheet to this effect) developed and followed by the first grade teachers. *Erhu music will,play softly in the background while students are working,