Art in Action « Elementary 2° — 5th e IT'S PHENOMENAL M MinoWorks RESOURCES”MindWorks Resources strives to provide exciting, engaging, and fun lessons and materials that promote critical thinking, problem-solving, and reasoning skills in support of the school day. Special care is taken to ensure materials are age and skill appropriate. MindWorks Resources provides these materials for differing demographics intemationally, and thus asks you, as an individual program, to review lessons and materials prior to conducting activities for appropriateness for your particular environment. Often, lessons will indicate use of specific book pages or game pieces; this is generally to allow access to compelling materials in a controlled way. All materials should be used with direct adult supervision. Program instructors may modify lessons and materials as needed to conform to individual program standards © 2017 MindWorks Resources Incorporated All rights reserved. The activities and illustrations within this manual may be reproduced by the sole individual owner of this publication for single classroom ‘or educational purposes only and may not be redistributed in part or in whole. This work may not be reproduced or copied in its entirety in any form or by any means - graphic, electronic, or mechanical - without express written consent from the publisher. Printed in the U.S.A. I MinpWorks RESOURCES” www.MindWorksResources.com Aitin Action + I's Phenomenal + 25% Elementary 2 (©2017 MinclWorks Resources IncorporatedMindWorks Curriculum Components Included in each Teacher's Guide: Overview - This section provides a brief description of what students experience in the subject over the course of the week. Read this to gain an understanding of the scope of activities for the week. roject Based Learning Voice and Choice - Project Based Learning (PBL) activities in the Voice and Choice section ate designed for programs utilizing the optional MindWorks PBL component. Review the driving question included in the beginning of the Teacher's Guide at the beginning of each week to support the PBL daily voice and choice. © © Objectives - The activities and topics in each subject are matched to national standards in reading, writing, math, science, social studies, art, STEM, SEL, and financial literacy. On occasion, state standards will be listed as well. Reference these standards as necessary in grant applications, conversations with school district employees, state education representatives, etc. Objective numbers are not referenced due to the many duplications across state and national standards. Career Connections - This component helps instructors guide students in drawing parallels from the lessons to various related careers. This helps students to link their career options with their unique skills, encouraging optimal success in families, careers, and communities. Remind students what they learn now allows them to discover their individual strengths and interests, to consider and outline career goals, and to focus their thought processes to achieve desired lifestyles. ) Materials List - Divided between materials provided by MindWorks and materials the instructor should gather, the comprehensive list at the beginning of each set of lessons includes everything needed for the week. Check the availabilty of the listed items on the master list, and gather the materials listed in preparation for a successful week. D> y Pre- and Post-Test Questions and Answers ~ Each subject includes both a pre- and post-test for students, as well as answer keys for the instructor. This allows both the Aitin Action + I's Phenomenal + 2.5m Elementary 3 (©2017 MinctWorks Resources Incorporatedinstructor and the students to assess the students’ knowledge. skill, and abilities. Copy and give students a pre- and post- test, or administer the test as a large group. Modify the version of the test, if appropriate for your group. Collect data to show improvements between before and after learning and to measure lesson effectiveness. e Technology Extension Activities - The Technology Extension Activities (TEA) are designed to provide opportunities for students to explore and apply technology tools or concepts in meaningful ways. These supplemental activities build upon the learning throughout the unit and are intended to be flexible in their implementation. Allow time for students to complete extension activities, communicate extension activities to families, or use these activities at another program time. All TEAs are found on the MindWorks Resources website. Oo Core Vocabulary - Each subject includes a list of core vocabulary taught in the lessons, as well as related extension vocabulary. Review this list prior to the unit and each day's lessons as necessary to become familiar with words and concepts. Websites - Near the back of each book, instructors will find a handy list of websites that are referenced in daily lessons. These websites provide examples to show during the lessons, pictures that reinforce key lesson concepts, videos that relate to the topics, and interactive sites for extension activities, Share this list with the technology department and request assistance to ensure firewalls do not block access. Preview sites for their appropriateness for your student audience. Included in each day's lesson: 7 » Materials List - A materials list for each individual lesson helps the instructor know what materials he or she should gather in order to complete that particular lesson successfully Preparation - This section provides the instructor with a list of items that need to be prepared prior to beginning the lesson. Prepare for a successful lesson by completing the tasks listed in this section. Entry Event - Each lesson begins with a hands-on or mind-engaging experience. This component's purpose is to hook students in the learning process. It tin Action + I's Phenomenal + 2.5m Elementary 4 (©2017 MinctWorks Resources Incorporatedmay involve using an object, event. or question to engage students in the topic for the day, which then seamlessly transitions students into the discussion and activity. discussions ensure key learning opportunities. The purpose of the pre-activity discussion is two-fold: first, it transitions students from the entry event to the content of the lesson and activity; and secondly, it reviews the concepts taught in previous lessons so students are consistently receiving review and preparation for the post-test at the end of each set of lessons. The post-activity discussion provides a time for students to process, summarize, and review that day’s lesson and activity. This allows students not only to explain their understanding of the day's concepts and processes, but to solidify the concepts covered in the lesson. Read these discussions before beginning lessons. Determine if you, as an instructor need to read the script as written or read the underlined summary sentences and lead the content of the discussion to support these. 7—™ (& 7 petivity - this component provides step-by-step instructions to engage students in a learning experience. Practical as welll as fun, the activity component allows for various degrees of instructor guidance and support based on students’ needs, including young modifications (young mod) to support learning for non- readers. Follow the outlined instructions to bring excitement, energy, and enjoyment to learning as lesson concepts "come to life" for each student. © Social-Emotional Learning - Some daily lessons include a social-emotional learning component. When applicable, this section provides suggestions for ways to promote social and emotional development in connection with the daily activity. Read the information to determine if itis pertinent to the students you serve, and discuss with them as appropriate Reminder - Only certain lessons contain reminders. Look for reminders that are included when preparation is necessary for an upcoming day. O) Extension Activities - These supplemental activities build upon each day's learning to provide additional opportunities to explore lesson concepts, Allow time for Aitin Action + I's Phenomenal + 25% Elementary 5 (©2017 MinclWorks Resources Incorporatedstudents to complete extension activities, communicate extension activities to families, or use these activities at another program time. Joice and Choice - the Voice and Choice suggestion in each daily lesson provides ideas for connecting each day's lesson to the overarching PBL component project, Implement these ideas to build to the culminating PBL event, described in the optional PBL Facilitator's Guide. MindWorks Curriculum Design: MindWorks elementary curriculum includes two independent instructor guides. While these guides are labeled as K-1% and 24-5», instructors are encouraged to select the guide which is best suited for the reading abilities of individual groups of students. The K-15 facilitator guide is designed for students who are considered to be emergent readers. Emergent readers are those who are beginning to learn sound/symbol relationships, know some letters of the alphabet, understand that writing conveys a message, and may recognize some words or letters Lessons included in the K-15 facilitator guide do not require independent reading and writing and are designed to promote early reading skills and assist in building a strong foundation for language and literacy learning The 26-5th facilitator guide is designed for students who exhibit early fluent to fluent reading skill. At the early fluent stage, reading is more automatic with less time spent on decoding words and more time devoted to comprehension Early fluent readers are able to read a greater variety of text and read somewhat independently. Fluent readers are able to read without decoding words. Their energy is devoted to comprehending what they read and they have a good grasp of comprehension strategies. They are able to read accurately and independently. Lessons included in the 2"-5t» facilitators guide require independent reading and writing skills and are designed to further encourage the development of reading fluency. For those students who are in the early fluent stage of reading development, modifications have been included in the 2"4.5% guide to facilitate the development of early fluent readers, Aitin Action + I's Phenomenal + 25% Elementary 6 (©2017 MinclWorks Resources Incorporated3s Overview This week in Art in Action, students discover a phenomenal world of creating through art, learning that working with negative space can be a positive experience; making miniature art creates big masterpieces; and performance artis a creative way to show off artistic talent. Students will use various art mediums as they prove that no piece of art is junk and that optical illusion art reveals that there is more than meets the eye in each piece. @ Project Based Learning Project Based Learning (PBL) Voice and Choice activities included in the daily lessons are for programs utilizing the optional MindWorks Project Based Learning component. Campuses utilizing MindWorks PBL Component begin the week by discussing with students the driving question for the unit Driving Question for It's Phenomenal: How would you share with the citizens of your city some of the strange, unusual, and unbelievable things that happen in the world? y Objectives + Invent ways to produce artwork that explores a variety of art media and materials * Design original artwork Astin 1 + R'sPhenomenal + 2 5m Elementary 7 (©2017 MinctWorks Resources Incorporated* Create artwork based on personal observations and experiences + Express ideas and feelings in artwork, using a variety of colors, forms, and lines * Identify the use of art skills in a variety of jobs Ain Action + It's Phenomenal + 2.5% Elementary 8 (©2017 MinclWorks Resources IncorporatedCareer Connections * Art conservationist - a professional who protects and restores art + Art historian - an expertin the history of art + Conservationist - a person who protects things found in nature + Junk artist - an artist who creates art made from trash * Magician - a performance artist who performs optical illusions in front of an audience + Miniature artist - an artist who creates tiny works of art + Miniature dolihouse conservationist - a professional who protects and restores miniature dollhouses + Performance artist - an artist such as a dancer, singer, or actor who creates art in front of an audience + Recycling technician - a professional responsible for properly discarding recyclable materials in a recycling center + Torn paper artist - an artist who creates art from torn paper Aitin Action + I's Phenomenal + 25% Elementary 9 (©2017 MinctWorks Resources IncorporatedMaterials List crovided by MindWorks Black construction paper + Multicolored construction paper + Decorative Hues paper by Rolyco + Tissue paper + Glue sticks + Flashlight keychains * Neon paint * Xtreme illusions by National Geographic Kids + Chipboard + Pennies * Markers * Pony beads + Red masking tape + |Spy Wonder Tubes by University Games * Index cards LD Provided by MindWorks Scratch paper * Recycled paper + Pencils * Tarp or cloth (optional) + Timing device (optional) * Bowls or cups Aitin Action + I's Phenomenal « 25m Elementary 10 Cotton swabs Toothpicks Washable paint Paper plates Butcher paper sheets Paint sticks Variety of random materials, which may include the following: - Artstraws - Colored masking tape - Pony beads = Aluminum foil - Black paper sheets - Craft sticks - Styrofoam trays - Plastic lids Paper towels Water Rulers (optional) Scissors Chenille stems Clean recyclables (©2017 MinctWorks Resources IncorporatedPre- and Post-Test Answer Key Give each student a pencil and a copy of the Pre-Test located on page 53, or read questions aloud and have students record A, B, or C as answers on a sheet of paper, taking no more than five minutes. Collect the finished papers. 1, Whatis an art medium? B. a place that shows famous works of art A. what you use to create art 2, Whats negative space? A space that should be covered in an image B. the space around and between an image 3. Whatis miniature art? B. medium-sized artwork that includes large, painted images A larg details 2 artwork with few 4, What is performance ant? B. art created using a computer A. atype of art created in front of an audience 5. Whats an optical illusion? A. art that tricks the nose, art that tricks the ears 6. Whats junk art? A. art made from jewels B. art made from trash Aitin Action + I's Phenomenal + 25h Elementary 11 C. a tool used to clean up after an art project, C. space in an image that the artist forgot to fill CC, very small works of art C. art created in a studio C. art that tricks the eyes C. art made from family heirlooms (©2017 MinclWorks Resources IncorporatedDay 5: Eye Openers 2nd - 5h Grade Materials Provided by MindWorks Resources: + Xtreme ilusions by National + Markers Geographic Kids * Pennies + Glue sticks + Chipboard Not provided by MindWorks Resources: + Scissors * Pencils + Rulers (optional) Included in Subject Guide: * Circle Template + Optical illusion Art by Rene’ Magritte + Elgin Park Preparation * Preread the Xtreme illusions book by National Geographic Kids in preparation for the Entry Event. * Make 10 copies and cut apart the circles on the “Circle Template,” included in lesson on page 79, in preparation for the Activity. Reminder + The chipboard must be equally distributed for use throughout the entire nine weeks. Failure to monitor the amounts being used by students may result in a shortage of supplies toward the end of the nine weeks. 1 + I's Phenomenal + 2.5 Elementary 39 (©2017 MinctWorks Resources IncorporatedEntry Event Int al Astin Tell students they will look at phenomenal pictures that trick the eyes. Divide the students into four groups. Have groups sit together, facing the instructor. Show the groups the examples of optical illusions, or “tricky pictures,” found in the Xtreme Illusions book. Provide groups with the following instructions: - The instructor shows the tricky picture on page 7 of the Xtreme Illusions book to all groups. Note: Show groups the tricky picture examples without reading the text. - The instructor chooses one group to look closely at the tricky picture on page 7 and tell them what trick the picture is playing on their eyes. Note: The optical illusions work close up or from a few feet away. - The group is given five seconds to discuss what they see and share their response. Note: The instructor does not tell the group if they are correct, or incorrect. - The instructor chooses a different group to view the next optical illusion - The activity continues as the instructor follows the steps above and shows the other three separate groups the optical illusion examples found on pages 17, 19, and 34. Allow time for students to look at phenomenal tricky pictures. If time allows, show students other optical illusions from the book Pre-Activity Discussion itroduce the term “optical illusion." Read aloud and discuss pages 7, 17, 19, Ind 34 of the Xtreme Illusions book by National Geographic Kids, During the Entry Event, you looked at “tricky pictures.” What was “tricky” about the pictures? = (Answers will vary.) Read aloud and show pictures on pages 7, 19, and 34 of the Xtreme illusions book 1 + I's Phenomenal + 25" Elementary 40 (©2017 MinctWorks Resources Incorporated* The pictures on these pages include patterns and shapes that create optical illusions. An optical illusion is art that tricks the eyes. Which optical illusion picture is your favorite? Why? = (Answers will vary.) Introduce optical illusion artist Rene’ (Reh - nay) Magritte (Mah ~ greet). Discuss examples of his phenomenal optical illusion art. * Read aloud and show the picture on page 17 of Xtreme Illusions. * The painting shown on page 17 was painted by a phenomenal optical illusion artist, Rene’ (Reh - nay) Magritte (Mah - greet). What optical illusion do you see in the painting? - (The canvas is hard to see because it looks the same as the landscape outside the window.) * Show the picture on page 17, and share the following information with students: - The canvas is hard to see because it looks the same as the landscape outside the window. This was Rene’ Magritte’s favorite optical illusion to paint. He created several similar paintings during his career as an artist * Show students the “Optical ilusion Art by Rene’ Magritte,” included in lesson beginning on page 77. * Rene’ Magritte painted many optical illusions throughout his life. Do you prefer Magritte’s optical illusion window paintings or one of his other optical illusion paintings? Describe which painting you prefer and why. - (Answers will vary.) Briefly discuss why optical illusions play tricks on the eyes. * Share the following information with students: - Optical illusions play tricks on the eyes because the brain is used to understanding the images your eyes see in a certain way. When artists paint familiar images in an unusual way, it takes more time for the brain to understand what the eyes see in the painting, thus creating an ‘optical illusion. * If you were to recreate an optical illusion, would you prefer to paint a landscape in an unusual way or draw patterns and shapes that trick the eyes? Why? - (Answers will vary.) tin Action + I's Phenomenal + 25h Elementary 41 (©2017 MinclWorks Resources IncorporatedN) Activity + Tell students they will create optical illusion penny spinners. + Divide the students into four groups for the purpose of sharing materials. Each student will create her own penny spinner. + Give each group the following materials: = Pennies (1 penny per student) - Markers (1 set per group) - Chipboard (1 sheet per student) - Paper circles (1 circle per stuclent) - Access to the following ° Glue sticks ° Scissors ° Pencils ° Rulers * Provide groups with the following instructions - Place the paper circle on top of the center of the chipboard - Use a pencil to trace the outline of the paper circle onto the chipboard - Use scissors to Cut the circle traced on the chipboard - Use a glue stick to secure the paper circle on top of the chipboard circle. = Use scissors to create a slit in the center of the circle. The slit should be % of an inch long. Note: Students can use a ruler to measure how long their sit should be or use a pencil to draw a line, approximately % of an inch long, in the center of the circle the length of the penny, prior to Cutting the slit. See the picture below for an example of the slit. - Use two markers to draw a pattern on the paper circle. Atin Action + It's Phenomenal + 2.5% Elementary 42 (©2017 MinclWorks Resources Incorporated- Use the markers to fill in the pattem by alternating two colors as you color. For example, when filing in a triangle pattern using a yellow marker and a blue marker, color the triangles in a "yellow, blue, yellow, blue” pattern. Young mod: Demonstrate for younger students how to use the markers to fill in the pattern by altemating two marker colors. - Place the penny inside the slit. Note: The penny should be able to fit inside the slit without falling out. - Place the penny spinner face up on a flat surface, showing the color pattern. - Practice spinning the penny spinner by pinching the top of the penny with the thumb and forefinger. Quickly twist and let go of the penny spinner to view the optical illusion. The colors blend together as it spins. Note: See the pictures below as a reference. a aan 7 © Post-Activity Discussion + During the Activity, you created an optical illusion penny spinner. What did you notice about the colors when you spun the spinner? - (Answers will vary but should include that the colors blended together.) Review the terms “optical illusior nd “art medium. * An optical illusion made the penny spinner seem as though it were one color instead of two when the spinner was spinning. What colors did you choose for your penny spinner, and what color did it appear to be as it was spinning? - (Answers will vary.) * You used markers as the art medium to create a colorful pattern on the spinner. An art medium is what you use to create art. What other art mediums might you use to create art? = (Answers will vary but should include the following: markers, paints, different kinds of paper, watercolors, etc.) Aitin Action « I's Phenomenal « 2.5m Elementary 43 (©2017 MinclWorks Resources IncorporatedReview the terms "n miniature * Art mediums such as markers and paint can be used to create optical illusion art as well as negative space. Negative space is the space around and between an image. Do you think you would prefer to create optical illusion art or negative space art? Why? = (Answers will vary.) * Share the following information with students: = Optical Illusions can sometimes be found in miniature art. Miniature art includes very tiny works of art. For example, Elgin Park is a fictional miniature art town created by Michael Paul Smith. He creates optical illusions in his photography of this “tiny town.” + Show students “Elgin Park,” included in lesson beginning on page 80. * Which optical illusion photo of Elgin Park is your favorite? Why? = (Answers will vary.) Review the term formance art. * Optical illusions are sometimes used in performance art. For example, choreographed dance steps such as a kick line create an optical illusion for the audience. Performance art is a type of art created in front of an audience. Would you prefer to photograph an optical illusion or create one ina dance routine? Why? = (Answers will vary.) Reminder + Gather clean recyclables in preparation for the Activity on Day 6. Extension Activities + Use art materials to recreate an optical illusion + Test your eyes with optical illusions found on the following website: - _http://www.optics4kids.org/home/contentilusions/ * Leam how to perform an optical illusion magic trick by watching the video on the following website: - http://magictricksforkids.org/optical-illusion-magic-trick-strength- tester/ Aitin Action + I's Phenomenal + 2.5m Elementary 44 (©2017 MinclWorks Resources IncorporatedPBL Voice and Choice This suggestion is designed for programs utilizing the optional MindWorks Project Based Learning component. Reference the driving question, included ‘on page 7, and read the additional PBL Facilitator's Guide for more information. + Students can host a magic show in which optical illusion magic tricks are performed at a family night event. Aitin Action «I's Phenomenal « 25m Elementary 45, (©2017 MinctWorks Resources IncorporatedOptical Illusion Art by Rene’ Magritte Aitin Action + I's Phenomenal + 25m Elementary 77 (©2017 MinclWorks Resources IncorporatedCircle Template Aitin Action «I's Phe (©2017 MinctWorks Resources IncorporatedElgin Park Aitin Action «I's Phenomenal « 2.5m Elementary 80 (©2017 MinctWorks Resources Incorporated