Ukrainian Art Lesson Plans

The following lessons are a series of art lessons reflecting different aspects of Ukrainian art, culture and history. They can be taught as a complete unit or integrated individually into existing curricula. These lessons provide students with the means to explore Ukraine, thus allowing students to become more familiar with one of the strongest ethnic communities in Chicago. The unit was designed to help teachers cultivate an atmosphere of inquiry in the classroom and promote appreciation for all cultures. These materials were created by Marta Kozbur, teacher at Lincoln and Willard Elementary Schools in River Forest, IL, School District 90, with contributions made by Jamie Bender, outreach coordinator for the University of Chicago, Center for International Studies. The lessons were presented January 13, 2010, at a workshop at the Ukrainian National Museum and the Ukrainian Institute of Modern Art. The museums served as models for how teachers might utilize cultural institutions in the Chicagoland area to

help further internationalize their curricula. Through exposure to an internationalized curriculum, students obtain a more global perspective and are encouraged to think critically about their surrounding world.

The workshop consisted of presentations of K-12 lessons on Ukrainian history, art, and culture, in addition to tours of the two museums. Lectures included: “History of Ukraine: With Emphasis on the Ukrainian Genocide” presented by Dr. Myron Kuropas, “Using Art to Teach Culture and History” presented by Marta Kozbur, “Cultures and Countries around the World” presented by Motria Melnyk, and “Presentation of Classroom Lessons at the Ukrainian Institute of Modern Art” presented by Luba Markewycz. The professional development day was applicable to teachers interested in thinking about new ways to incorporate world cultures into their curriculum. While the focus of the workshop and materials in this packet is on Ukraine, themes addressed can be integrated into general lesson plans to add cultural content. The workshop was a collaborative effort between the University of Chicago Center for International Studies and Center for Eastern European and Russian/Eurasian Studies, the Ukrainian National Museum, Ukrainian Institute of Modern Art, and the Chicago Cultural Alliance.

TRYPILIAN CIVILIZATION

Trypillian Art/Ceramics Project

Subject: Art

Grade Level: Third and Fourth grade (can easily be adapted for Middle School or High School)

Time Duration: 4-5 Class Periods

IL Learning Standards Addressed:

State Goal 25: Know the language of the Arts A. Understand the sensory elements, organizational principles and expressive qualities of the arts. 25. A.1d Visual Arts: Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation. State Goal 26: Through creating and performing, understand how works of art are produced. A. Understand processes, traditional tools and modern technologies used in the arts. 26. A.1e. Identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing. B. Apply skills and knowledge necessary to create and perform in one or more of the arts. 26. B.1d. Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and imagination. State Goal 27: Understand the role of the arts in civilizations, past and present. A. Analyze how the arts function in history, society and everyday life. 27. A.1b. Identify how the arts contribute to communication, celebrations and recreation. B. Understand how the arts shape and reflect history, society and everyday life. 27. B.1. Know how images, sounds and movement convey stories about people, places and times.

Objectives: Trypillian Civilization, Pottery Design and Decoration

• Students will be introduced to the Trypillian Culture • Students will learn about Trypillian pottery • Students will review hand-building techniques • Students will make and decorate vessel in the Trypillian style.

Materials:

Supplies: Red clay, red slip, clay tools, glazes, sketch books, plastic bags, paper towels, water, pencils, tag board, colored markers, crayons. Equipment: Tape/CD player. Ukrainian music CD. (Can be borrowed from the University of Chicago Center for East European and Russian/Eurasian Studies - - http://ceeres.uchicago.edu). Kiln for firing clay projects. Visuals: Photo Reproductions of Trypilian pottery, one sample made by the instructor, one actual example of a contemporary Trypilian pottery. Books: (Optional) Forum: A Ukrainian Review, No. 116 spring 2009. Trypilian Civilization, p. 3 - 24.

Activities and Procedures:

Day 1: Introductions Introduce students to one of the oldest cultures in Europe, the Trypilian Civilization. Show students examples of Trypillian pottery. Discuss some of the ancient symbols found on Trypilian clay pots and what they might mean. (see illustrations) After the above introductions, the student will be given their sketchbooks and will do some preliminary drawings of the clay project they would like to make. This project can be approached in a number of ways. Students can be assigned to make coil pots or they can re-create Trypilian dwellings in clay as the Tprypilians did long ago (see examples). In their sketchbooks, students will do two drawings with surface decoration. Students will be asked to choose one for their final project.

Day 2: Three Hand Building Techniques plate or vessel Student tables will be ready with the following supplies before students enter the classroom: a small container of water, a small container of slip, clay tools and a small chunk of clay in a plastic bag for practicing. During the second day, the students will review the three hand building techniques of pinch, coil and slab. Pinch pots are made by pinching the clay with your thumb and fingers to form a bowl or other object. Slab building requires the student to roll out slabs of clay with a rolling pin, cut the shapes required and then attach the pieces to create their art work (this method would be used for building Trypillian homes). Students will use the coil method for building their pots in this project. This method requires the students to roll their coils and attach them by scoring and using slip between the coils to attach them together. For this project, we will focus on the pottery of the Trypilian Culture. A variety of vases, jugs, pots, bowls and vessels have been found in the areas that were inhabited by the Trypilian Culture. Their pottery was made from terracotta or red colored clay and then painted with black, red and white. Many of the vessels were made using the coil method. The ancient technique of building a coil pot involves a number of things including squeezing, squashing and smoothing the successive layers of coil into a thin even wall. This wall swell tapers as it grow and encloses a shape. The pot is turned slowly as the potter works. Many of the early-coiled pots are round bottomed; others taper downwards to a small base. The base of the pot was most likely started by pressing a lump of soft clay or a spiral of coiled clay into a shallow round bottomed bowl and smoothing it out with fingers or a piece of wood or rib bone. Students will practice coiling and make a small pot or plate. Day 3: Clay Vessels Student supplies will be distributed to the tables before the beginning of class. At the beginning of class, students will be given clay to start their project. Before starting to coil, students will be instructed to ‘wedge’ the clay to get rid of air bubbles. Once the students start coiling, they will put ready coils in plastic to prevent them from drying out. Students will construct their pot in sections. They will make enough coils to construct a portion of their pot, and then make more coils as needed. The students will each start to work on their own clay vessels using the coiling technique. They will use the coiling method and make a pot that is up to 12 inches tall. They will be encouraged to use thicker coils and give shape to the pot (not just make a tall cylinder out of coils) some students may need an extra day to finish. Once the pots are done they will need to dry for a week before they are fired.

Day 4: Glazing Referencing the designs students created in their sketchbooks, students will glaze their projects today. They will each get a cup of red, black and white glaze at their tables. They will also get a cup of clear glaze. Each table will also have a cup of water and glazing brushes in various sizes. Students will be asked to incorporate the natural red clay into their design and not just cover their entire piece with the red, black and white glaze. Two layers of glaze color are required for the glaze to show it’s true color. Drying time between layers of glaze is only a few minutes. Day 5: Glazing Glazing will continue and students will finish glazing their projects. Once the students have finished, instructor will fire their clay pots.

Assessments:

Ask students to talk about their vessels and why they chose to make the particular shape. Have students talk about how easy or difficult it was to make their coil pots. Methods instructor will use to evaluate student performance of learning outcomes: Were students successful in making a simple pot/plate/house? How successful were the students in transforming a thick clay coil into their own vessel design? Were the students successful in incorporating symbols into a geometric design for their pots? Methods for evaluating effectiveness of lesson: Handling of medium, design solutions.

Ukraine Was Homeland To The Trypillian Civilization One Of The Most Ancient Civilizations Between 7,500 to 4,750 years ago Ukraine was the homeland of one of the most ancient civilizations ever found. Vicenty Khvoika, the archeologist made the discovery and named the world culture, the Trypillian Civilization. Khvoika investigated burial mounds in and around the village of Trypillia, south of Kyiv, Ukraine and performed excavations. These sites date from the Bronze and Early Iron Ages. He discovered ancient foundations, a pagan sanctuary and a mass grave of Kyivites who died during the Mongol invasion in 1240 A.D. Trypillians had around 300 signs and symbols and were only a step away from having their own written language. Through their symbols these ancient people had a rich communication with their gods. Trypillians believed in reincarnation and rebirth, which was the focal point of their civilization. Ukrainian symbolic art in both design and color is based on Trypillian symbolism and their stories that are told by pictures. The most obvious examples are their use of the unending line, the circle, cross, stars, dots, wheat, fir tree, horse, stage, horns and bear paws.

The meander, known in Ukrainian as a «безконечник»

("bezkonechnyk" or eternal line), is a line without a beginning or end. It is one of the oldest motifs found on Ukrainian artifacts – examples of the bezkonechnyk are commonly seen on pottery from the Trypillian period (ca. 5500-2750 BC). The meander itself symbolizes harmony, motion, infinity and immortality. According to Selivachov, the principle element of the bezkonechnyk is a closed spiral, and “the endless line symbolizes the incessant movement of the sun and of time in general.”

Reconstruction Of Trypillian Ornament By L. Kornienko

Trypillian Painted Pottery From The Trypillian Culture Museum Near The Village Of Trypillian, Ukraine

Typillian Pottery From The Trypillian Culture Museum Near The Village Of Trypillian, Ukraine

Trypiltsi, Nashi Predky T. Dzulynska ed. This is a very informative book about Trypillian civilization. It was prepared in 2008 and coincides with the Trypillian exhibit at the Royal Ontario Museum in Toronto. It is available in both English and Ukrainian Language versions. The book includes text, illustrations and photos. It also has activities and puzzles and is appropriate for home and school use. For more information on Trypillian art and culture: http://www.trypillia.com/articles/eng/re1.shtml

Name:____________________ Date:___________

Observation Questions for Ceramic Objects

1. How was this object made? What clues does the appearance give you about the technique? 2. Is the clay fine, like porcelain or coarse? Why do you think the artist used this kind of clay? 3. Did the artist try to disguise the natural qualities of the clay? 4. Did the artist try to hide his handling of the clay? Can you tell how he put the object together? Do you think this piece looks easy or hard to make? Why? 5. How is this object decorated? Did the artist paint it with slip or glaze or something else? Did he do this before or after firing? Is there molded, carved or incised decoration? 6. If the piece is glazed, is the glaze thick or thin? Can you tell how it was applied? Why or why not? 7. Does the glaze hide the qualities of the clay? 8. Where did the artist look for ideas for the shape or decoration of this object? Do you think you would have thought of that? 9. What is the purpose of the piece? How do you know? Are ceramics used for this purpose today? Why or why not? If not, what is used instead? 10. What does this object tell you about the person who made it? What does it tell you about the time and place he lived? 11. How would this object feel if you could pick it up? What makes you think so? 12. Would it be heavy or light? 13. Would it be smooth or rough? 14. If you wanted to make a ceramic object for the same purpose, what would you do differently? Why? 15. If you could make anything from clay, and you had all the necessary skills and material, what would you make?

SCYTHIAN ART

Scythian Art Lesson Plan

Subject: Art

Grade Level: Third and Fourth grade (could be adapted for older students through grade twelve)

Time Duration: 3 days

IL Learning Standards Addressed:

State Goal 25: Know the language of the arts.

25.A.1d Visual Arts: Identify the elements of line, shape, space, color and

texture; the principles of repetition and pattern; and the expressive qualities

of mood, emotion and pictorial representation.

State Goal 26: Through creating and performing, understand how works of art

are produced.

26.A.1e Visual Arts: Identify media and tools and how to use them in a

safe and responsible manner when painting, drawing and constructing.

26.B.1d Visual Arts: Demonstrate knowledge and skills to create visual

works of art using manipulation, eye-hand coordination, building and

imagination.

State Goal 27: Understand the role of the arts in civilizations, past and present.

27.A.1b Identify how the arts contribute to communication, celebrations,

occupations and recreation.

27.B.1 Know how images, sounds and movement convey stories about

people, places and times.

Objectives:

Students will create a project using gold metal foil based on what they have

learned about Scythian art and culture.

Students will be introduced to Scythian history, art and culture

.

Materials:

Materials: Sketchbooks, paper and pencils, gold foil, masking tape, embossing

sticks.

Equipment: CD player, music CD (Can be borrowed from the University of

Chicago Center for East European and Russian/Eurasian Studies - -

http://ceeres.uchicago.edu)

Slides, visuals, written materials: Illustrated books on the Scythians, posters of

Scythian art, reproductions (see additional notes for illustrations). Illustrations of

various animals represented in Scythian art.

From the Lands of the Scythians: Ancient treasures from the museums of the

U.S.S.R., 3000 B.C.-100 B.C.: A loan exhibition organized in cooperation with

Ministry of Culture of U.S.S.R. The Metropolitan Museum of Art. 1976

The Scythians 700-300 BC. E.V. Cernenko, Angus McBride, M. V. Gorelik. 1983

The Art of the Scythians: The Interpenetration of Cultures at the Edge of the

Hellenic World. Esther Jacobson. Antiquity, Volume 74, Issues 1-2 - p. 610.

1995

Activities and Procedures:

Instructor will display any artifacts (reproductions) of Scythian art as well as

posters and books about Scythian art and play music (Scythian Suite, Prokofiev:

The four sections of the Scythian Suite follow the sequence of the ballet Ala and

Lolly. The Scythians were a nomadic people who lived along the north shore of

the Black Sea. The sun, named Veles, was their supreme god; Ala was his

daughter; and Lolly was one of their great heroes. Prokofiev's ballet depicts the

great harm inflicted on Ala by an evil god, and her eventual rescue by Lolly.)

The students will make their own Scythian Gold shield.

Day 1: Student supply baskets will be distributed to each table before the

students enter the classroom. (A sample basket can include crayons,

markers, pencils, scissors and glue sticks. For this project, embossing

sticks will be added) Students will first work on drawings for their

animals in their sketchbooks. After introducing the lesson, instructor will

hand out sketchbooks. Instructor will also hand out photographs and

illustrations of animals for students to use as an aid for their drawings.

Students will be instructed to do two drawings (using markers) of two

different animals as a practice for their shield design.

Day 2: When the students enter the classroom on day two, their supply

baskets will be at their table. Students will transfer their drawings onto

their metal foil and start embossing. Instructor will hand out sketchbooks

and will instruct students to choose one of the two drawings they did for

their final project. Each student will receive an 11 x 11 inch white piece of

drawing paper. With a marker, they will re-draw their design on the white

paper. Instructor will supply students with previously cut gold metal foil

(12 x 12) and tape the drawing to the foil. Using their embossing sticks,

students will trace their design on the white paper; this will press the

design into the metal foil. (Instructor must remind students to work on the

back of their sketchbook or supply students with a small stack of

newspapers so that they are not working directly on their desks.) Once the

students have !drawn" their basic design into the metal by tracing on the

paper, they will be instructed to take the paper off and continue to work

right on the metal for a better result).

Day 3: Students shouldl finish working the gold metal foil. All the supplies will be

distributed before students enter the classroom. Once students have

come in, they will begin work on finishing their metal work. They will be

encouraged to create textures by adding detail to their metal. (for

example, creating areas where they use many dots or lines close

together).

Once the students have finished, instructor will mount the finished gold metal on

a piece of burlap and matt board.

Assessments:

Students will be asked to explain the image they created on their shield and

relate it to a Scythian concept they have learned about. They will be asked why

they picked that particular animal.

Instructor will evaluate how well the students used the materials to create a

shield and how the shield relates to Scythian art.

The effectiveness of the lesson will be determined by how the class solved the

problem of creating their masks and relating their design to the culture they

learned about.

Scythian warrior Scythian Rock art

Examples of Scythian Gold Work

Much of what is known about the Scythians comes from the account of them

written by the ancient Greek historian Herodotus. At the present time, it is

thought that the Scythians migrated from Asia in the 7th century B.C. At its

height, the kingdom of the nomadic Scythians reached from the Danube east

across Ukraine, Crimea and Russia all the way to the Don River and the

Caucasus Mountains.

As warriors, the Scythians were unmatched. They were also admired for their

horsemanship and were among the earliest people to master the art of riding.

The Scythians were remarkable for the civilization they produced. They

developed a class of wealthy aristocrats who left elaborate graves (kurgans) fill

with richly worked articles of gold and other precious materials

Maps of Scythians Lands

Examples of Animals: Deer, Rams, Horses

UKRANIAN EASTER EGG ‘PYSANKA’

Ukrainian Easter Egg “Pysanka” Lesson Plan

Subject: Art

Grade Level: This lesson can be adapted to different grade levels.

Time Duration: 3-5 days depending on length of class time and number of students in the classroom.

IL Learning Standards Addressed:

State Goal 25: Know the language of the arts. 25.A.1d Visual Arts: Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation. State Goal 26: Through creating and performing, understand how works of art are produced. 26.A.1e Visual Arts: Identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing. 26.B.1d Visual Arts: Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and imagination.

State Goal 27: Understand the role of the arts in civilizations, past and present. 27.A.1b Identify how the arts contribute to communication, celebrations, occupations and recreation. 27.B.1 Know how images, sounds and movement convey stories about people, places and times. Objectives: Ukrainian Easter Eggs, “Pysanky”/ Patterns and Symbols

• Students will ‘write’ their own ‘pysanka’ using ancient patterns and symbols of the Ukrainian people and the traditional Ukrainian method of using wax and special dyes.

• Students will learn about the history of the Ukrainian Easter Egg

Materials:

Supplies: Raw eggs (one per student and a few extra in case of breakage), writing tools (kistky), wax, candles, foil or pie tins, egg dyes, jars, paper towels, spoons, newspapers, paper, pencils, crayons, markers. Equipment: CD Player Other: Real and wooden Pysanky, books, design sheets, post cards of Ukrainian Pysanky, Ukrainian music CD (Can be borrowed from the University of Chicago Center for East European and Russian/Eurasian Studies - - http://ceeres.uchicago.edu) SUGGESTED BOOKS:

POSTCARDS

Activities and Procedures:

Day 1: After the introduction and explanation, provide each student with a sheet of paper with blank outlines of an egg. The students will be asked to draw a design on each of the eggs using they symbol sheets for ideas. Students will be reminded that no two ‘pysanky’ (pronounced py-san-ky) are the same. Symbols are used as part of the egg design; they are not just randomly placed on the egg. The lines and shapes are organized and the symbols are carefully placed. Show symbols sheet. Once the students have chosen their design, they will be asked to pencil the design in on the egg itself. After this, the student will be ready to use their ‘kistka’ (writing tool) to draw their design on the egg with hot wax. Before going on to this step safety rules regarding the hot wax and candle need to be discussed. If using the traditional ‘kistka’ students should be careful when heating the tip that holds the wax so that it does not catch on fire. If using the electric writing tool, students should be careful not to touch the tip. They should rest the tool only on the foil or tin provided for safety.

Day 2: The first waxing will include only the areas of the egg that are to remain white. Instructor will demonstrate how to place the wax into the tool and melt it over the candle. Once that is done, the egg is placed in the yellow dye. This step is repeated with each color starting with the lightest to the darkest (white, yellow, (green*), orange, red and finally black). These colors are found on most ‘pysanky’, however different regions of Ukraine have other colors. While students wait for their egg to absorb the color, they can work on designing another ‘pysanka’ on paper. *Green is usually hand painted, in just the areas that require green, with a paintbrush and then waxed. The entire egg is not dipped in the green dye. Day 3: On the third day, the students should finish waxing and dying their eggs. After the eggs are taken out of the black dye, they are ready for the final step of taking the wax off the egg. There are two ways in which this may be done, the candle method or the oven method. The candle method is done by holding the egg in the side of the flame until the area of wax looks wet, then quickly, clean/wipe the wax off with a clean soft cloth or tissue. If there is an oven available to use, the oven method is more practical since more eggs can be done at one time. The oven should be preheated to 200 degrees F. The eggs should be placed on a rack in the middle of the oven (placing them on foil works well) and left inside for about 10 - 15 minutes. Once the eggs look shiny, clean/wipe the wax off with a soft cloth or paper towel.

Assessments:

Students should evaluate their own work by discussing the symbols they chose to represent on the pysanky and explain the reasons they chose them. Students will also discuss the ease or difficulty of performing their task. View your students’ pysanky, and evaluate how well each grade level performed their task and how well they seemed to understand the symbolism as well as the process of making a pysanka. Review the effectiveness of the lesson in each grade level. Special Note: Although this lesson is taught in Ukrainian parochial schools and Ukrainian Saturday school to students at all grade levels, it may not be practical to execute this lesson plan for elementary (K-4) students due to the difficulty in using the materials. For this age group, a crayon/cray pas with watercolor resist Project, designing your own Easter egg, may be more appropriate.

Pysanky: Historians are not certain when Ukrainians began making pysanky. According to T.O. Konoval, there is a single example of a Trypillian ceramic pysanka with beads inside. It is decorated with the bezkonechnyk/wave motif.

Scholars believe that the ancestors of present day Ukrainians created pysanky. Actual ancient pysanky would have been created for ritual purposes, and would have been made similarly to traditional Ukrainian pysanky. They would have been made using natural dyes and beeswax.

Many symbols found on ancient Trypillian art are still in use today. Many of the symbols have similar meanings that they are thought to have had in ancient times.

Traditional Pysanky Symbols

Tree of Life

Rain

Life Giving Water

Spiral of Time

Wave

Pysanky Line Designs

Pysanky Line Designs

Pysanky Line Designs

Pysanky Symbols

Trypillian Egg Designs

Traditional Egg Designs

Kistka (writing tool)

The Mitten

A Ukrainian Folktale

The Mitten: A Ukrainian Folktale Art Lesson

Subject: Art, Literature, Reading

The Mitten Retold and Illustrated by Jan Brett

Grade Level: Second and Third Grade

Time Duration: Two class periods

IL Learning Standards Addressed - Art: State Goal 25: Know the language of the arts. 25.A.1d Visual Arts: Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation. State Goal 26: Through creating and performing, understand how works of art are produced. 26.A.1e Visual Arts: Identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing. 26.B.1d Visual Arts: Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and imagination.

State Goal 27: Understand the role of the arts in civilizations, past and present. 27.A.1b Identify how the arts contribute to communication, celebrations, occupations and recreation. 27.B.1 Know how images, sounds and movement convey stories about people, places and times. IL Learning Standards Addressed - Reading and Literature: State Goal 1: Read with understanding and fluency. A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1b. Comprehend unfamiliar words using context clues and prior knowledge; verify meanings with resource materials. B. Apply reading strategies to improve understanding and fluency. 1.B.1a. Establish purposes for reading, make predictions, connect important ideas, and link text to previous experiences and knowledge. C. Comprehend a broad range of reading materials. 1.C. 1e. Identify how authors and illustrators express their ideas in text and graphics (e.g., dialogue, conflict, shape, color, characters). State Goal 2: Read and understand literature representative of various societies, eras and ideas. A. Understand yow literary elements and techniques are used to convey meaning. 2. A. 1a. Identify the literary elements of theme, setting, plot and character within literary works. 2.A. 1b. Classify literary works as fiction or nonfiction.

Objectives:

The Students will do an art project based on the story The Mitten Integrated project with Literacy/ Read Aloud Lesson

• Students will learn about a Ukrainian folktale • Students will learn about patterns in Ukrainian decorative art • Students will create a crayon resist project based on the “The Mitten”

story.

Materials:

Supplies: water color paper, masking tape, newspaper, crayons, mitten stencil, water colors, water cups, paint brushes. Books: Various Mitten Books

Activities and Procedures:

Students will have already read the mitten story in their classroom, however one of the things they will see in the art room is that there are a number of ways different artists have illustrated the story. There will be a short discussion about book illustration. Students will also discuss different patterns of designs they see in the illustrations. Instructor will ask students how the artwork in the books helps to tell the story. Day 1: Give students watercolor paper taped to newspaper and a stencil for a mitten. The students and teacher will then talk about repetition of shape and how the mitten will be traced on the watercolor paper and the shape will be repeated. They will also talk about overlapping and composition on the page. Students will choose crayon colors for the mitten and outline the stencils, being careful to think about placement on the page. Once all the outlines of the mittens have been drawn, the students will draw a pattern at the top on each of the mittens. Once that is done, students will color in the rest of the mitten, being careful not to color

in the background space. Instructor can direct students to use certain colors or can allow students to make their own choices. Day 2: When the students are done coloring in, instructor will explain the process of doing a water color wash over the entire drawing. When doing a water color wash, students will choose one color to start with. They will wet their brushes and dip them in the desired color. They will then be directed to make long strokes across their art work and cover the entire space with the water color, making sure to paint over the mittens and the background. Students will see that the watercolor will not be absorbed where there is crayon, thus creating a ‘resist’. Once they have finished with the first color wash, they may add other colors to portions of their painting, still ‘washing’ over their mittens. Students will be asked to use only cool colors since the story of the mitten is set in the winter. Once the students have finished painting, their artwork will be placed on a drying rack to dry. When the paint has dried, instructor will carefully take off the masking tape and matt the finished art work.

Assessments:

Students will evaluate their work by talking about how well they think they showed repetition, overlapping and patterns in their artwork. Teacher will view their work and see how well each student understood the concepts taught as well as how well each student accomplished the watercolor resist.

ENOUGH

"This Ukrainian tale, set during the 1930s, manages to depict famine without being overly graphic or sensational...”

-LibraryTalk

“Enough” Art Lesson Plan

Subject: Art

Enough by Marsha Skrypuch

Grade Level: Third and Fourth Grade (this lesson could be adapted for older students)

Time Duration: Three Days

IL Learning Standards Addressed: State Goal 25: Know the language of the arts. 25.A.1d Visual Arts: Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation. State Goal 26: Through creating and performing, understand how works of art are produced. 26.A.1e Visual Arts: Identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing. 26.B.1d Visual Arts: Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and imagination.

State Goal 27: Understand the role of the arts in civilizations, past and present. 27.A.1b Identify how the arts contribute to communication, celebrations, occupations and recreation. 27.B.1 Know how images, sounds and movement convey stories about people, places and times. IL Learning Standards Addressed - Reading and Literature: State Goal 1: Read with understanding and fluency. A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1b. Comprehend unfamiliar words using context clues and prior knowledge; verify meanings with resource materials. B. Apply reading strategies to improve understanding and fluency. 1.B.1a. Establish purposes for reading, make predictions, connect important ideas, and link text to previous experiences and knowledge. C. Comprehend a broad range of reading materials. 1.C. 1e. Identify how authors and illustrators express their ideas in text and graphics (e.g., dialogue, conflict, shape, color, characters). State Goal 2: Read and understand literature representative of various societies, eras and ideas. A. Understand yow literary elements and techniques are used to convey meaning. 2. A. 1a. Identify the literary elements of theme, setting, plot and character within literary works. 2.A. 1b. Classify literary works as fiction or nonfiction.

Objectives:

Students will complete an art project based on the story Enough Intergrated project with Literacy/Read Aloud Lesson

• Students will learn, in an age appropriate way, about the famine in Ukraine.

• Students will be introduced to making a simple two-color print. • Students will create a two-color print with wheat as the subject matter.

Materials:

Supplies: Sketchbooks, crayons, markers, foam board cut to size (to be decided by instructor), wooden tool, printing ink (black and gold or instructors choice), printing supplies (inking trays, brayers, paper), drawing paper, colored pencils.

Equipment: CD player, music CD (Can be borrowed from the University of

Chicago Center for East European and Russian/Eurasian Studies - -

http://ceeres.uchicago.edu) Visuals: Age appropriate posters of children’s artwork illustrating Holodomor. Images of wheat. Samples of children’s artwork representing Holodomor.

Examples of Wheat

D. Books: Enough, by Marcia Skrypuch, Through the Eyes of a Child; The Famine-Genocide of Ukraine in 1933. HOLODOMOR Through the Eyes of a Child: The Famine Remebered. 2009

Activities and Procedures:

Day 1: Instructor will read the story Enough and students will participate in a discussion about the book, hunger and the importance of wheat. They will be shown different examples of wheat illustrations. Students will get their sketchbooks and will be asked to practice line drawings of wheat. After some preliminary drawings have been done, have students create a composition of wheat on a page of their sketchbooks. They should pay special attention to balance and repetition.

• Students will each get a foam printing board and a pencil for pressing their design into the board, as well as a sheet of white paper cut to the same size as the foam board.

• Once students have created a design, they will ‘draw’ their design on the clean piece of paper with their pencil.

• The white paper with the design will then be taped to the foam board with a piece of masking tape.

• Students will be asked to trace only the main outlines and some of the details, but not all of their design. The remaining details will be pressed into the foam board after the first print.

• Once they have drawn their design, they will take the taped white paper off the foam board and re-trace their design with pencil directly on the foam.

Day 2: Today each table will have supply baskets with crayons and colored pencils. There will be printing stations set up in the room. Each printing station will have ink, inking trays and brayers. The number of stations depends on the space available in the classroom. Students will get their sketchbooks and foam boards and will start the printing process. Explain the process of simple printing and then call students up to the printing station to print the first color.

• Students will bring their foam board to the printing station. • Instructor will have printing paper ready for each student. • Put ink on the inking tray. • Ink the brayer. • Ink the foam. • Place inked foam on print paper and rub. • Lift the printed paper. • Instructor will either hang print to dry or place on drying rack while

students wash the ink off their foam board.

Once their foam board is washed and dried, students will draw in the remainder of their design into the board. Now they are ready to print with the second color. While waiting for their turn to print, students will be asked to work on a landscape with wheat on a separate piece of drawing paper. They will use the story Enough for inspiration. For the landscape, students will be given color pencils and crayons. (The instructor will determine the size of the paper. This can be done with cray pas or chalks, as well.) Day 3: On this day, students will do their second print using another color over their first print. This will result in a three-color print if colored paper is used as a base. As during the previous class, while waiting to print, students will finish working on their wheat field landscape at their tables. (The type of materials used for the printmaking project can vary. This lesson plan calls for foam board, however, balsa foam, linoleum or wooden blocks can also be used. The material used also depends on the age of the students.) Once the prints are dry, trim and mount for display.

Assessments: Students will be evaluated on how well they execute their prints. They will also be evaluated on the composition of their project.