Artology Curriculum Volume III by BuildaBridge International

Artology Curriculum

Developed and Written by Teaching Artists: Melvin Butler, Leah Samuelson, Charlene Melhorn, Pedro Ospina Science Teachers: David Scott, Rosalind Williams Bridging the Gaps, Drexel University, Community Health Partnership Interns: Carrie Davoli, Creative Arts in Music Therapy Janet Horton, Creative Arts in Music Therapy Erin Schmoyer, Creative Arts in Art Therapy Sudhi Trye, Forensic Science Chloe Turner, School of Medicine Doug Heidelberger, School of Medicine Angelo Kim, School of Medicine Marisol Norris, Creative Arts in Music Therapy Shantel Jackson, Creative Arts in Art Therapy Amy Sorrento, Creative Arts in Movement Therapy

Contents: Introduction – Artology Educational Philosophy________________________________________________ 1 Program Goals_________________________________________________________________________ 4 Sample 3 week Schedule ________________________________________________________________ 5 Art Lessons ___________________________________________________________________________ 9 A.1 A.2 A.3a A.3b A.4a A.4b A.4c A.5 A.6a A.6b A.7

Learning to See - Photo/Video exploration _____________________________________ 11 Andy Goldsworthy Natural Art _______________________________________________ 13 Artists who Reuse and Recycle – Trashformaciones _____________________________ 15 Artists who Reuse and Recycle – Tsuchia Reclaimed Wood _______________________ 17 Botanical Drawing – Lines and Leaves ________________________________________ 19 Botanical Drawing – Shapes and Plants________________________________________ 20 Botanical Drawing – Flowers ________________________________________________ 22 Haiku - Honoring Nature ___________________________________________________ 23 Contours – Shadow hunting ________________________________________________ 25 Contours – Mountain making________________________________________________ 26 Archeological Simulation: Indigenous traditions _________________________________ 28

Science Lessons ________________________________________________________________________29 S.1 S.2 S.3a S.3b S.4 S.5 S.6 S.7a S.7b S.8

Microscopes: Exploring tiny worlds ___________________________________________ 31 Germs! Germs! __________________________________________________________ 33 The beat of my Heart – Anatomy and Dissection ________________________________ 35 The beat of my Heart – Body Map ___________________________________________ 36 The Science of Sound _____________________________________________________ 38 Mapping Our Way ________________________________________________________ 39 Sediment Grid Investigation _________________________________________________ 40 Ecology – Prey/Predator Relationships ________________________________________ 41 Ecology – Population Control________________________________________________ 43 Plant Adaptations ________________________________________________________ 44

Rituals Drumming Circles _______________________________________________________________ 45 Dance Circles __________________________________________________________________ 53 Journali Sample _________________________________________________________________ 57 Field Trips ____________________________________________________________________________ 91 Final Celebration - Professional Art Show ____________________________________________________ 93 Assessment (Pre-Post Test) ______________________________________________________________ 96 **CD with Supplementary Resources

Introduction: Artology Educational Philosophy The Power of Local Learning: Artology is based on the belief that beauty, meaning, and intriguing learning opportunities can be found by exploring the local community. Hence, Artology’s curriculum is heavily influenced by the assets of its local community. All of Artology occurs within the city of Philadelphia and even more specifically in the northwest region where the Artology program is held. Wherever Artology is implemented its lessons and structure should be adjusted to best suite and utilize the local assets. By remaining local, students are introduced to safe and exciting opportunities within their own communities, or not far from their communities. This not only keeps program costs lower, it also helps students be more likely to return to these learning sources. Another related foundational Artology principle is: We can creatively use (or re-use) what we have. This teaches students many of whom have very limited resources an important survival skill. It also leads to important discussions about civic and environmental responsibility. This does not mean that outside or non-local trips should be completely avoided, but instead should be limited and better used as final reward trips.

The Power of Real Learning: As often as possible, Artology occurs outside the traditional classroom and is designed to promote encounters with the real world. Many of our students come from intense lives filled with anxiety and tactile needs for food, space, safety and affection. This intensity competes for a child’s attention and learning capacity. Traditional learning through worksheets, rote memorization, and lecturing repeatedly fails these students. Instead, Artology embraces an outdoor world brimming with life lessons and academic learning, a world that engages and stimulates all 5 senses. It matches students’ realities, satisfies their need for healthy risk taking and hence creates additional mental space for reflective, future, and abstract thinking, a respite from the survival “tyranny of now.” All students can benefit from Artology learning, but especially those coping with risk factors and struggling in traditional classrooms. Guided by mentoring adults, Artology places students into the mix of the real, raw, and at times unpredictable world. For example, in Artology 2008, our first outdoor excursion was interrupted by a rain storm. A potentially frantic situation was normalized by calm and caring adults who began to see alternative learning opportunities instead of a ruined day. The interruption provided an opportunity to witness first hand the power of water rushing to find lower ground and elevation’s impact on the formation of permanent waterways. In other trips we experienced the cycle of life as we stumbled across a bleeding chipmunk struggling to catch its last

breaths. We also witnessed the rarely observed transformation of a cicada emerging from its old skin and slowly unfurling its new wings. To the alert and flexible teacher, life lessons appear nearly everywhere. Peter London, author of “Step Outside: Community Based Art Education” describes the dilution of learning as students become further and further removed from real experiences: It is one thing to witness a wild tiger in its natural environment. It is another to see it through bars in a zoo and still another to look at tiger pictures in a science book or to discuss a painting depicting tigers in a museum. Artology keeps students close to the raw in order to foster potent learning and art making. After all, this is the practice of the best artists and scientists: being willing to have personal encounters with subjects and being willing to accept the associated risks… getting dirty, traveling long distances, meeting new people etc.

The Power of Interdisciplinary Learning: In most schools subjects/disciplines are being taught as they have been for years, in different time periods, in different classrooms, or by different teachers. However, this does not reflect the real life experiences that we encounter on a regular basis. For instance, a visit to the grocery store requires math to compare pricing and adhere to a budget. Health, nutrition, and biological knowledge effect consumer product choices just as the marketing goals of product design, store design, and overall food aesthetics. Sociology can be employed to discuss who frequents the grocery store, where do they come from, and how much are they willing to pay for a 1 pound of apples. A quick read of any product’s ingredient list will reveal a host of chemistry. History is everywhere in the people, the building, and the products. In real life, disciplines are a web of interacting and overlapping occurrences. By approaching the same subjects from multiple disciplines and perspectives students are more likely to find their own point of entrance/engagement and ultimately gain a deeper and more holistic understanding. Students who may have never considered science interesting can sometimes find a back door interest through artistic connection. Usually students are initially attracted to either the art or the science of Artology, but after going through the program they often grow an appreciation for both disciplines. Alternately, Artology may simply help students affirm their affinity towards one or the other. In either case the core similarities between the two disciplines (ie observing, classifying, measuring, comparing and contrasting, recognizing patterns, formulating hypothesis, and experimenting) prepare students for the pursuit of their choice, or nearly any other pursuit for that matter. Interdisciplinary learning forces teachers and students alike to locate points of intersection and practice these overarching thinking skills that are transferable to any discipline. Even when the different disciplines don’t directly connect Artology helps students shift more easily between different kinds of thinking, in particular, left and right brain thinking as well as abstract and concrete, rational and intuitive, lineal and non-lineal, analytic and relational, objective and subjective, verbal and nonverbal. Practicing this ability to shift from one type of thinking to another may be especially effective for at risk

students stuck in concrete, non verbal modes. Becoming “unstuck” will be critical for their survival in traditional school where left thinking (ie. Abstract, rational, lineal, analytic, objective, verbal, etc) dominates.

The Power of Multi-Intelligence Learning: Multi or inter-disciplinary learning also increases the options for addressing students’ different learning styles and intelligences. Every student learns differently and has unique strengths. Artology recognizes and integrates Howard Gardner’s multiple intelligences: verbal-linguistic, logical-mathematical, visual-spatial, tactilekinesthetic, musical-rhythmic, naturalist, interpersonal, and intrapersonal. Drumming and journaling may not seem critical to learning objectives, but they are the start and finish of everyday at Artology. Drumming provides places for tactile-kinesthetic, musical-rhythmic learners to shine just as journaling provides outlets for verbal-linguistic, intrapersonal learners. These two practices create stability through rituals in addition to helping all students focus energies and practice reflection. All too often certain disciplines can get caught in learning style ruts. For example, for many years art history was taught through slide lectures and rote memorization. Some learners (visual/spatial and logical) may have thrived with this teaching method. However, by only utilizing these methods the door into the world of art and history was narrowed. Many students weren’t interested in the content simply because they weren’t engaged by the delivery. The door to art history can be widened by simply applying scientific inquiry and experimentation. Instead of only seeing a slide of an artist’s work, students could test the artist’s methods and paint usage for instance. They could hypothesize the results and connect through their own tactile-kinesthetic experience. Or students could create discussion groups and interview forums gauging audience response to an artist’s work while practicing interpersonal skills. The options become more diverse and the experiences richer when interdisciplinary learning meets multi-intelligence learning.

Program Goals Artology has 5 overall goals: Goals 1. Awaken curiosity and increase internal motivation toward learning (Internal Locus of Control).

Indicators

2. Increase artistic skill and knowledge in the sciences and help students meet the Pennsylvania Academic Standards for the arts and sciences.

- Properly and safely uses materials and tools - Demonstrates knowledge of vocabulary and concepts. (Pre-Post Test) - Can accurately observe and record objects artistically and scientifically

3. Increase Awareness of Environmental Issues and Acceptance of Public Responsibility

- Practices the three “R”s: Reduce, Reuse, Recycle and can articulate why they are important. - Demonstrates respect for the natural world and life in general. - Understands and demonstrates role as citizen and steward.

4. Increase awareness of, familiarity with, and safe practices within local Philadelphia Parks and natural environments.

- Demonstrates feeling safe and confident in natural environments (reduction of fear and fear based behavior) - Demonstrates and practices safe interactions with nature. - Shows or acts upon desire to re-visit parks beyond schedules times. - Connects artistic and scientific learning with real life circumstances and wisdom. - Makes decisions based on learned wisdom - Follows directions and adheres to behavior expectations. - Shifts from seeking attention for bad behavior to seeking attention for good behavior.

5. Increase life wisdom, understand choice consequence, and decrease acting out behaviors.

- Asks increasing original questions - Takes initiative beyond lesson expectations without prompting. - Puts in extra time on projects or chooses to work during “free” time without expecting a particular reward.

Artology 08 Schedule 7-Jul Time 9:00 9:15 9:30 9:45 10:00 10:15 10:30

1:00 1:15 1:30

8-Jul

10-Jul

11-Jul

Tuesday Arrive/Snack

Wednesday Arrive/Snack

Thursday Arrive/Snack

Friday Arrive/Snack

Drumming

Dance

Drumming

Dance

Pre-Test

Microscopes/Germs <*>

Pack-up Leave For Morris

Groups/Group Names/Photos Facility Tour/Rules <*>

Pack-up to Leave Leave for Forbidden Dr Andy Goldsworthy Natural Sculptures

Garden House Tour/Origami <*>

Adaption/Pollination/Flower <*>

Andy Goldsworthy <*> Journal Lunch Fun Activities Recyled Art Neighborhood "Trash" hunt Textures

Pack-up Leave for Japanese

Recycled Sculpture <*>

Recyling Art Intro <*>

Lunch (A.G. Video)

Botanical Illustration <*>

Arboretum Botanical Illustration <*>

Lunch (Journal)

Origami <*> Journal Lunch

Lunch (Journal)

Fun Activities Botanical Illustration <*>

Botanical Illustration <*> Botanical Illustration <*>

Adaption/Pollination/Flower <*>

1:45 2:00 2:15 2:30 2:45 3:00 3:15 3:30 3:45 4:00

9-Jul

Monday Arrive/Snack Drumming (staff introductions)

10:45 11:00 11:15 11:30 11:45 12:00 12:15 12:30 12:45

Week 1

Haiku Poetry <*> Photography Project <*>

Leave for Church

Leave for Church Clean-up Snack/Journal

Clean-up Snack/Journal

Load Vans for Home

Artology 08 Schedule 14-Jul Time 9:00 9:15 9:30 9:45 10:00 10:15

Monday Arrive/Snack Drumming/Heart Rhythms

Heart Anatomy <*>

15-Jul

12:45

16-Jul

17-Jul

18-Jul

Tuesday Arrive/Snack

Wednesday Arrive/Snack

Thursday Arrive/Snack

Friday Arrive/Snack

Drumming

Dance

Drumming

Dance

Pedro - Archeology Proj <2 Germ Examination <1 2 Leave For BI House

Pack-up Leave for BI house Pedro - Archeology Proj <1

Leave for Church Lunch (Journal)

Journal Lunch

Pedro - Archeology Proj <1 Germ Examination <2 1 Leave For BI House

10:30 10:45 11:00 11:15 11:30 11:45 12:00 12:15 12:30

Week 2

Pack-up Leave For Bartrums Garden Skulkyll Riv/Water Testing <*>

Heart/Circulatory Sys <*>

Journal Lunch

Leave for Church Lunch (Journal)

Leave for Mutter

Leave for Philly Art

Museum

Lunch (Journal)

Fun Activities Fun Activities -Extended Lunch

1:00

Grid Project - Art <*>

Neighborhood Photo proj? <2

Leaf Contour Art - Texture <*>

1:15 1:30 1:45

Museum Lesson <*>

Museum Tour <*>

2:00 2:15 2:30 2:45 3:00 3:15 3:30 3:45 4:00

Art show/Sketching <*>

Cecelia Art <*>

Leave for Church

Clean-up Snack/Journal

Load Vans for Home

Grid Project - Science <*>

Leave for Church

Artology 08 Schedule 21-Jul Time 9:00 9:15 9:30 9:45 10:00 10:15 10:30 10:45 11:00 11:15 11:30 11:45 12:00 12:15 12:30 12:45 1:00 1:15 1:30 1:45 2:00 2:15 2:30 2:45 3:00 3:15 3:30 3:45 4:00

22-Jul

Week 3 23-Jul

24-Jul

25-Jul

Monday Arrive/Snack Drumming

Tuesday Arrive/Snack Drumming

Wednesday Arrive/Snack Dance

Thursday Arrive/Snack Drumming (Sci of Sound)

Friday Arrive/Snack Dance

Leave for Forbidden Dr Geological Contours <*>

Prey/Predator Games <*>

Pack-up Leave For Wissihickon

Science of Sound cont. <*>

Pack-up Leave for Valley Green Inn Andy proj. 2 or Photo Project

Environmental Center Creek Study/Ecosytem Ceciliar Art Project <*>

Finish Art Projects. <*>

Journal Lunch

Leave for Church Lunch

Fun Activities

Picture Slideshow

Population Control <*>

Lunch (Journal)

Lunch (Journal) Fun Activities Fun Activities/Creek Play

Fun Activities Forest Walk/Ecosytem

Owl Pellets <*>

Leave for Church Work on Art Projects/Science

Post Test

Art or Fun Activity <*>

Leave for Church Clean-up Snack/Journal

Clean-up Snack/Journal

Load Vans for Home

Art Lessons

Curriculum Project Title: Artology Lesson Title: Learning to See Lesson No. A-1 Name(s) of Teacher(s) Melvin Butler Lesson Overview & Goal Through this lesson students will experience and practice “seeing.” They will learn that we “see” with all our senses. This lesson will help students to loosen any constraints they may have on their visual and experiential systems, to overcome hesitation, to use all their senses, to look in all directions, and to move around objects of interests in order to gain new perspectives. They will find themselves midst an “environment” and will explore their relationship to it. While looking, students will be encouraged to ask questions about what it is that they are seeing, why the object looks the way it does, and what the object’s purpose is. Additionally, students will also learn how to use technology, digital still and video cameras as well as digital voice recorders. Lesson Objectives 1. Students will learn the 5 human senses by identifying them and practicing each. 2. Students will learn the meaning of “environment” and “perspective” through discussion and experience. 3. Students will learn basic inquiry by asking prepared questions and generating their own. 4. Students will learn basic photography/video skills through demonstration and then practice on their own. Measurable Outcomes: 100% of the students will be able to identify and use their five senses. (unless they are impaired) 90% of the students will be able to properly use the technology equipment. 80% of the students will know the meaning of “environment” and “perspective” and demonstrate multiple “perspectives.” 75% of the students will be able to overcome previously held hesitations in experiencing their environments, particularly natural environments. Supplementary Books, Websites or CDs. Photography examples showing “perspective”

Materials & Supplies 5 Digital Still Cameras 2-3 Digital Video Cameras 2-3 Digital Voice Recorders Index Cards and pencils

Lesson Break-down: 1) Pre-Assessment Activity Ask students to identify their 5 senses. Also ask what is “environment”? 2) Introductory Activity (Split into smaller groups if necessary) o As a group define “Environment” o Have each student explore using their senses and report back to the group: o Describe 2 things they smelled, 2 things they felt, 2 things they saw, 2 things they heard, and 1 thing they tasted (have a discussion first about safety). o Encourage use of descriptive/vivid adjectives ** add blindfolds for extra focus and fun (only use on volunteers, some students may not be comfortable with blindfolds). 3) Body of the Lesson (Over several days it necessary) o Introduce “Perspective” by showing photography examples of close, far, underneath, above, beside, etc. o Demonstrate use of Equipment. Main parts (power button, lense, view finder, etc.) and Safe use (wrist strap, etc) o at this point don’t explain “zoom”, as students will not be using it for the project 11

o Divide into groups. Have the groups choose an object of interest. Have each group member choose a different perspective. o Each student will take a picture from their perspective. o Then as groups record video of their experience (demonstrating a first encounter from far to close then moving around the object as one continuous â&#x20AC;&#x153;takeâ&#x20AC;? ) o Lastly as groups record the audio of students responding to several prepared questions or word prompts, have them create 2 questions of their own (they can be rhetorical and left unanswered). Then have them record any sounds that their object makes on its own or as they interact with it. 4) Conclusion 1) Offer about 15 minutes of free exploration 5) Post-Assessment Activity o If time, have students find one object to explore and record in their sketchbooks o Journal and Reflect.

Curriculum Project Title: Artology Lesson Title: Andy Goldworthy: Listening to the dirt and leaves Lesson No. A-2 Name(s) of Teacher(s) Charlene Melhorn Lesson Overview & Goal Andy is an example for all of us… of being able to quiet ourselves enough to hear what nature tells us and then creatively respond. Through his site specific/environmental work we will see the beautiful rewards of observation (5 senses), patience, and practice. We will discuss the art elements/principle of his work that make it so striking: his use of line, and value/contrast. Students will then get to go out in nature and create themselves… feel the joy and frustration and the final rewards. They can make art with what they have – no expensive materials! Lesson Objectives o Students will learn about the artist Andy Goldsworthy and his working methods/styles, by viewing an interactive powerpoint presentation and viewing his documentary, “Rivers and Tides” o Students will define the terms and learn the difference between natural/organic and synthetic materials be seeing examples and testing their knowledge. o Students will learn the art elements/principles: Line, value, and contrast by looking at examples in Goldsworthy’s work and then creating their own works demonstrating the terms. o Students will learn patience by using only natural materials (no quick fix glue, nails, etc) and practicing structural problem solving. Measurable Outcomes: 90% of the students will know the difference between natural/organic and synthetic. 80% of the students will know who Andy Goldsworthy is and recognize his work and methods. 70% of the students will be able to identify line, value, and contrast in artwork and correctly use them as vocabulary when analyzing art. 60% of the students will be able to demonstrate patience while working towards a final product. Supplementary Books, Websites or CDs. “Rivers and Tides” – Goldsworthy Documentary (use clips and then have showing during lunch)

Materials & Supplies Whatever natural materials we find outside!

Lesson Break-down: o Pre-Assessment Activity Have leaves and twigs available and challenge them to figure out how to put them together without glue or staples…only with what they have in front of them (all natural), nothing synthetic – define. - Which strategy worked best? - What did they learn about the materials while working with them? Additional: Stones to stack (give a required height), sticks and grass (bind together) o Introductory Activity Show slides of Andy’s work, discuss what they see 1. Describe Andy’s working process: Observation (5 senses), patience, and practice 2. Introduce Elements/Principles with examples: line, and value/contrast.

o Body of the Lesson Go to the Park! Introduction to the woods: 1. Look at the map and show how long the “journey” is - today we are only going part way… as we learn more and see responsibility we will explore more and go further. 2. (If Time) Sit around bench and tell my story of coming to the woods – how important it is to sit and listen... to look up and around… otherwise we will miss out! Create! •

Begin taking groups to locations, point out things that are appropriate to Andy’s work – that will spur their ideas. Give each group one of the terms “line, value, contrast” … they will need to create a piece that demonstrate understanding of the term. 5 locations – 2 far trail, 1 high trail, 2 creek (or spread along creek bed) Allow as much time as possible – about 45 min. for creating – then groups meet back at the bridge

• • • o Conclusion •

Go to each of the 5 groups locations view, discuss, critique and document.

o Post-Assessment Activity • Critique and review concepts discuss – test knowledge. Journal and reflect.

Curriculum Project Title: Artology Lesson Title: Artists who Reuse and Recycle! Trashformaciones. Lesson No. A-3a Name(s) of Teacher(s) Charlene Melhorn Lesson Overview & Goal Through this lesson students will be introduced to human impact on the environment and the importance of the “3 R’s” – Reduce, Reuse, Recycle. They will learn about the work of Trashformaciones, Chakai Booker, and Willie Cole, artists who use discarded materials (“Found Objects”) and turn them into beautiful or at least intriguing works of art. Students will be sent around the neighborhood to pick up trash as well as collect objects for art making. Together they will make one or more group sculptures. Lesson Objectives 5. Students will learn the 3 “Rs”, Reduce, Reuse, Recycle and their process by following the path of a product from the store to the dump. 6. Students will learn about Trashformaciones, Chakai Booker, and Willie Cole by viewing their work and playing “What was it?” guessing game. 7. Students will learn about environmental responsibility by discussing the “Why” behind the 3 “R”s and by participating in a neighborhood clean up – material collection. 8. Students will learn about the process of taking something old and discarded and making it into something new and the accompanying art principles ( “Found Object”, Repetition, mass, history, object alteration) by looking at examples and making a group sculpture. Measurable Outcomes: 100% of the students will know and recall the 3 “Rs” – Reduce, Reuse, Recycle 100% of the students will demonstrate the use of “Found Objects” and create a group sculpture 80% of the students will know and recall 3 reasons why we need to care for our environment. 80% of the students will be able to discuss basic Shape/forms used in sculpture 70% of the students will be able to articulate the practical application of using what we have and the art –making metaphor of transforming something old into new. Supplementary Books, Websites or CDs.

Materials & Supplies PPT Computer - Projector Staples “That was easy buttons” Sculpture supplies ** wagon or cart for transporting collections

Lesson Break-down: o Pre-Assessment Activity The Environment – What’s the big deal?? Ask students why they think we should care about the environment. o Introductory Activity 1) Show PPT i. Introduce the Three “R”s ii. Why Recycle? Wh iii. Play “What Was it?” Recycled Art Game iv. Discuss the Artist’s work and how it was transformed • Recognizing the history re-used objects come with • Repetition – large numbers - mass • Altered Objects. – Not immediately recognizable – create intrigue

o Body of the Lesson (Over several days it necessary) • Neighborhood clean up – “Trash Collection” (schedule on Neighborhood trash day) i. Discuss issues of Safety • The importance of wearing gloves • What not to pick up. (broken glass, needles, etc) ii. Split into at least two groups and take students around several blocks (about 45 minutes) iii. Pick up trash/ collect materials for art making. • Discuss the power of repetition (many similar objects) for best art making iv. Conclude and meet at Playground • Journaling and then free time • Fruit pops for everyone! • • •

Discuss Basic Shapes used in sculpture ** May be combined with Reclaimed wood lesson i. Show images of Martin Puryear and other examples. vote on/choose several shapes to use for the final sculpture Work on and Create Sculpture i. Wear Goggles ii. Go over safety and proper use of tools iii. Clean and prepare materials iv. Assemble!

o Conclusion 1. Neighborhood clean up reflection and journaling 2. Group critique of sculpture’s progress and final product. o Post-Assessment Activity • Critique and review concepts discuss – test knowledge. Journal and reflect.

Curriculum Project Title: Artology Lesson Title: Artists who Reuse and Recycle! Tsuchiya Reclaimed Wood Lesson No. A-3b Name(s) of Teacher(s) Melvin Butler/Charlene Melhorn Lesson Overview & Goals: Through this lesson students will learn how to plan and create sculpture from wood that was once discarded, and /or has changed from its original form by natural or unnatural means. Students will continue to see the benefit of using available material in the creation of art. Students will learn about the work of Japanese artist, Kimio Tsuchiya. Furthermore students will explore other traditions and the Japanese aesthetic, “Wabi Sabi”. They will decide on the final basic form/shapes (additional examples from Martin Puryear) or shape combinations and then work together to create a final sculpture. Lesson Objectives: - Students will learn how the arrangement of materials can help people to experience familiar objects in a new way by collecting their own wood and turning it into a new sculpture - Students will learn about wood and its material properties by manipulating it and altering it with tools. - Students will learn about another aspect of Japanese culture – “Wabi Sabi” - imperfect, impermanent, incomplete, and humble by viewing the work of Kimio Tsuchiya and discussing its properties. - Students will learn about basic shapes and forms by viewing Martin Puryear samples and choosing their own shape. - Students will learn sculptural process by collecting, prepareing, and assembling work and safely using tools. Measurable Outcomes: By the end of the lesson: 100% will be exposed to new artwork and participate in the group sculptural project. 90% will know basic shapes and recognize them in sculptural forms. 80% will be able to demonstrate proper and safe use of tools 70% will be able to articulate the connection between making old things new in art and in life. 70% will know and recall the meaning of “wabi sabi” and gain an appreciation for its characteristics. Supplementary Books, Websites or CDs. Japanese Sculpture Catalogue, a primal Spirit: Ten Contemporary Japanese Sculptors. Kimio Tsuchiya.com Martin Puryear.com

Materials & Supplies Goggles, Reclaimed wood, nails, screws, drill, wood glue, metal framing/hinges/bracing, jig saw (or recip.) circular saw, palm sander, tape measure, level, ruler, clamps.

Lesson Break-down: o Pre-Assessment Activity: - Have any of us ever picked something up thinking it was cool or interesting and had someone tell us it was ugly or dirty… to put it back? - What does the saying “One mans trash is another man’s treasure mean?” o Introductory Activity - View and Discuss the Work of Kimio Tsuchiya - Introduce the terms “Wabi Sabi” discuss its meaning: 1. imperfect, impermanent, incomplete, and humble 2. How does Tsuchiya’s Work demonstrate “Wabi Sabi”? 3. Have we ever felt like “Wabi Sabi” 4. Do they think the work is beautiful? What about if they had seen just one piece of old 17

wood? … it is in bringing all the parts together… assembling and manipulating that really bring new light to the old wood.

o Body of the Lesson o Explain that we will be making our own sculpture out of wood. o We will need to start with a basic form o Look at and review Kimio and Martin Puryear examples of basic shape/form Practice recognizing shapes in the examples o Vote/choose the type of shape they want to use for their Sculpture. • Make the Sculpture (Rotate groups of students to work on different parts) o Discuss the safety practices and proper use of tools. o Discuss the properties of wood: age hardness, shape, weight, color, size. o How will we alter the found wood change its shape by using saws and cutting it? sand its surface to remove old paint? Repaint? o Arrange and Assemble o Conclusion: Group critique of final Construction. o Post-Assessment Activity Journal

Curriculum Project Title: Artology Lesson Title: Botanical Drawing: Line and Leaves. Lesson No. A-4a Name(s) of Teacher(s) Leah Samuelson Lesson Objectives & Goals: Students will learn to draw a detailed leaf in the field, observing and recording its distinctive branching pattern and edge quality. Terms: variety of line, value, light touch, leaf characteristics (compound, simple, entire, and serrate) Measurable Outcomes: Students will draw a recognizable line drawing of a leaf Students will demonstrate a lightened touch with a 2B pencil Students will identify and define a leaf’s branching and edge characteristics Students will explain the significance of the graphite labeling that distinguishes pencils from one another Supplementary Books, Websites or CDs: Leaf specimens from the field showing the definitions at hand

Materials & Supplies: sketchbook/journal drawing board drawing paper various pencils white eraser

Lesson Break-down: two sessions: 30 minutes & 1 hour (30 min. session- Morris Arboretum outdoor classroom) 1) Pre-Assessment Activity: Introduce students to leaf specimens and ask them to identify similarities and differences in their qualities- ask them to name the qualities. Students will draw in their sketchbooks and follow instructor’s lead on center easel in drawing lines with various pencil pressure- going from extreme light to extreme dark. 2) Body of the Intro Lesson: Explain what a sketchbook is, and the protocol of dating the page each new day. Explain the graphite labeling on the end of pencils and direct students to select the 2B. Demonstrate the process of sketching a leaf- observing and recording its general shape first, and then adding its particulars. Define and draw each sample leaf’s characteristics and direct students to write vocab terms in their sketchbooks with illustrated definitions. Explain the practice of readying your supplies and drawing “in the field.” Direct students to select a specimen in the immediate area and sketch a leaf in their sketchbooks with a light touch. (1 hour session- Morris Arboretum formal gardens) 3) Introductory Activity: Pass out drawing boards with fresh paper taped to them and address the blank page with paper chant ritual, “Here’s my paper – MY PAPER, my page- MY PAGE. It’s lookin’ mighty blank because – IT’S AT THE FIRST STAGE. And my drawing – MY DRAWING, could be neat – NEAT, and clean – CLEAN, or messy – MESSY, mean – MEAN. A-a-a-a-nd – IT’S O.K. IF IT WON’T SING BECAUSE I’LL START A NEW DRAWING!”

4) Body of the Lesson: Demonstrate perusing the garden to select a specimen, and sitting before it to draw the entire plant. Explain the centrality of observing what you see, more so than automatically creating plant shapes from memory. Demonstrate the sketch process, including how to depict a slender stem and all its leaves. Direct students to wander the garden with their drawing boards and execute a drawing of the specimen of their choice. Emphasize the importance of sitting close to your specimen for close observation. Encourage the use of descriptive line quality and a light touch. 5) Conclusion: Review the science of field drawing and encourage students to become comfortable in their surroundings and focus on intense observation of their specimens. Identify examples of vocab terms depicted in studentsâ&#x20AC;&#x2122; work. 6) Post-Assessment Activity: Constructive group critique. Line up work and point out examples of goals accomplished. Invite class response to their work as well.

Curriculum Project Title: Artology Lesson Title: Botanical Drawing: Shapes and plants. Lesson No. A-4b Name(s) of Teacher(s) Leah Samuelson Lesson Objectives & Goals: Students will learn to visually identify and sketch the shape of a leaf and an overall plant- moving from general shape sketches to more detailed drawings depicting folds and curves in leaf orientation. Terms: foreshortening, developed drawing, binary nomenclature, Carl Linnaeus, genus, species, Latin

Measurable Outcomes: Students will draw a recognizable foreshortened leaf Students will create a sketch of an oversized plant model depicting exact stem and leaf counts Students will create photographs as drawing aids Students will provide examples of and define genus and species in the scientific naming of plants Students will select and create a developed drawing of an entire specimen from the park Supplementary Books, Websites or CDs: gardening and botany books that utilize scientific naming photocopy of Swedish money depicting Linnaeus

Materials & Supplies: oversized plant model Polaroid camera and enough film for 1.5 exposures per student sketchbook/journal drawing board drawing paper various pencils white eraser

Lesson Break-down: two sessions: 1 hour each (first 1 hour session – indoor classroom) 1) Pre-Assessment Activity: Students sketch for 7 minutes in sketchbooks with direction of making an exact drawing of an oversized plant model in the center of the room. 2) Body of Intro Lesson: Define and explain binary nomenclature, Carl Linnaeus, genus, and species using students’ first and last names as examples of general and specific names. Execute pre-assessment drawing. Define foreshortening and pass out real leaf specimens to each student. While students study and sketch leaf portraits in their sketchbooks, one at a time they position and snap a portrait of the oversized model with a Polaroid camera. Students return to seats and make an exact copy of their photo in their sketchbooks. Explain 2-D quality of photos and how to identify a foreshortened shape. Quiz students with Latin names of common trees and have them use linguistic clues to make educated guesses.

(second 1 hour session – Clivedon Park) 3) Introductory Activity: Pass out drawing boards with fresh paper taped to them and address the blank page with paper chant ritual, “Here’s my paper – MY PAPER, my page- MY PAGE. It’s lookin’ mighty blank because – IT’S AT THE FIRST STAGE. And my drawing – MY DRAWING, could be neat – NEAT, and clean – CLEAN, or messy – MESSY, mean – MEAN. A-a-a-a-nd – IT’S O.K. IF IT WON’T SING BECAUSE I’LL START A NEW DRAWING!” 4) Body of the Lesson: Re-emphasize the importance of seeing in drawing. Direct students to explore the park and execute an entire plant drawing on large-scale drawing board and paper. Encourage students to accurately record foreshortened and overlapping shapes of their specimens. If park has plaques giving plants’ scientific names, review together the genus and species of what you find in the park. 5) Conclusion: Review science of transferring 3-D into 2-D and observing shapes that defy preexisting knowledge of iconic shapes. 6) Post-Assessment Activity: Constructive group critique. Line up work and point out examples of goals accomplished. Invite class response to their work as well.

Curriculum Project Title: Artology Lesson Title: Botanical Drawing: Flowers. Lesson No. A-4c

Name(s) of Teacher(s) Leah Samuelson

Lesson Objectives & Goals: Students will learn to draw a detailed, recognizable blossom in a linear, monochrome sketch. Terms: gesture sketch, light touch, petal/modified leaf Measurable Outcomes: Students will draw a recognizable species of flower Students will restrict materials to a single hue of colored pencil Students will create a developed sketch beginning with a visible, light gesture sketch Students will utilize line (specifically outline) to describe the form of their chosen specimens Supplementary Books, Websites or CDs: Botanical sketchbook providing example of pre-sketch lines in-tact

Materials & Supplies: sketchbook/journal drawing board drawing paper colored pencils white eraser

Lesson Break-down: 1 hour 1. Pre-Assessment Activity: Students sketch for 5 minutes in sketchbooks with direction of making various light and gestural circle and oval shapes that will act as indicators of size and position of blossoms chosen as specimens. 2. Introductory Activity: Pass out drawing boards with fresh paper taped to them and address the blank page with paper chant ritual, “Here’s my paper – MY PAPER, my page- MY PAGE…..” 3. Body of the Lesson: Explain again the definition of gesture sketch and its role in establishing a drawing. o Explain purpose of entire class making a cohesive body of drawings for the day in a single color and outline form- for use in display or united project. o Have students gather behind you and demonstrate drawing a blossom from gesture sketch to more defining lines. o Give definition of a petal as a modified leaf- making sure students can define “modify.” o Give origin of word “petal” as Greek for “leaf”, or “thin plate.” o Instruct students to wander the garden and select a specimen they can study and draw from only a few feet away. o Encourage students to employ variety of line late in drawing process as learned in lesson one. o Encourage students to execute two drawings if one is finished or unsatisfactory, and to take a step back to view their drawing or another student’s drawing with greater perspective. 4. Conclusion: Review definition and structure of blossoms and their petals. Emphasize a light touch and the aesthetic of letting sketch lines remain. 5. Post-Assessment Activity: Constructive group critique. Line up work and point out examples of goals accomplished. Invite class response to their work as well.

Curriculum Project Title: Artology Lesson Title: Haiku: Honoring Nature Lesson No. A-5

Name(s) of Teacher(s) Charlene Melhorn

Lesson Overview & Goal A deep respect for nature is an engrained part of Japanese culture and its Haiku poetry tradition. As we explore Japanese culture by visiting the Japanese House we will learn that Japan is one of the many Asian cultures and is unique in many ways. We will find it on a map and then learn about the history and structure of Haiku poetry. We will learn about Basho, who is considered the first Master of Haiku, and read examples from him and Issa, as well as contemporary Haiku poets. We will reflect on nature, practice describing it, and write our own Haiku poems. Lesson Objectives o To learn that Japan is one of many Asian cultures and is unique, by locating it on a map and having a short discussion about what students already know about Japanese culture (and who they know who may be Japanese or Japanese-American). o To learn about the life of Basho by participating in a reflective journey/scavenger hunt (mirroring Basho’s journey). o To learn new descriptive vocabulary by practicing descriptive adjectives and by reading Haiku examples. o To learn the format and syllable structure of Haiku by performing a Haiku poem and pronouncing each syllable, reading Haiku examples, and then creating a new poem. o To learn the value of respect (for nature) by reflecting on nature’s beauty and understanding what Haiku content would and would not contain. Measurable Outcomes: 100% will be able to recognize Japan as a distinct Asian country and culture (different then China or Korea). 90 % will successfully write a Haiku using the correct structure 80% will be able to recall the Haiku structure. 80% will be able to capture the Japanese respect for nature in the expression and content of their poem 70% will use new descriptive language and increase their use of adjectives. 70% will be able to find Japan on a world map Supplementary Books, Websites or CDs. Various Internet sites found on Google Books from Amazon.

Materials & Supplies Jounals and art box. Index cards for syllable performance Scavenger hunt supplies. Handouts of examples

Lesson Break-down: 1) Pre-Assessment Activity • What is a syllable (hold large written “syllable”)? • Define and use clapping to emphasize. • How many syllables are in your name? (go around to each student) 2) Introductory Activity (1) • Read aloud an example of Haiku and have students (and leaders) stand in rows of 5 -7-5 (each with a syllable to read) • Repeat with another Haiku example.

3. Body of the Lesson (Turn into a journey – Scavenger hunt). 2) Haiku – from Japan: “a tiny poem filled with a love of nature” a)Show on a map and emphasize that it is different from “Chinese” - Different traditions, languages, etc. 1. Japan comprises over 3,000 islands[5] making it an archipelago 2. Japan has the world's tenth largest population 3. The first signs of occupation on the Japanese Archipelago appeared with a Paleolithic culture around 30,000 BC a. The Edo period 1603 to 1868 4. Japan's feudal era was characterized by the emergence of a ruling class of warriors, the samurai. In 1185 b)Basho “Matsuo Kinsaku”– Master of Haiku, He is the poet of the “banana-tree” hut 3) Content Meaning a)humble, selfless, and deeply respectful b)A haiku traditionally contains a kigo (season word) which symbolises or intimates the season in which the poem is set a. Children will have the opportunity to write Haiku with help from counselors in their journals 4. Conclusion a. Children will have the chance to share and give each other (positive) feedback 5. Post-Assessment Activity a. Haiku will be incorporated into the daily journal, and in future journals. b. Children will choose one of their favorite compositions to perform at the art show or put into a poetry zine for the art show. Final Evaluation (Post-Class Assessment)

Curriculum Project Title: Artology Lesson Title: Contour: Finding the Edge Lesson No. A-6a

Name(s) of Teacher(s) Charlene Melhorn

Lesson Overview & Goal This lesson will teach students the art term: contour. Seeing contour is foundational to drawing skills. Students will re-enforce what they are learning in botanical illustration, but ultimately apply it in a more abstract artwork. For the lesson, students will become shadow hunters. They will chase and record shadows. Lesson Objectives o To learn the art term: Contour by seeing examples, practicing contour drawings, and tracing shadows. o To learn an abstract and expressive application of contour by experiencing the movement/temperance of shadows, and by filling the contour drawings with watercolor. o To learn how to properly use watercolor and specific techniques: dry brush vs. wet on wet. o To learn how to create mood through paint application and color choices. Measurable Outcomes: 100% will be able demonstrate contour drawing/tracing 90% will know and articulate the meaning of Contour 90% will be able to demonstrate the “wet on wet” technique and proper use of watercolors 80% will be able to articulate and artistically demonstrate the “mood” of shadows. 80% will know the meaning of abstract and will experience increased comfort with this more expressive style of art making. Supplementary Books, Websites or CDs. Materials & Supplies Watercolor pencils Large paper *** potential science component: http://www.ciese.org/curriculum/weatherproj2/en/docs/anemometer.shtml Drawing boards Learn the wind chart Watercolors Predict what they see Cups for water Make the anemometer and test it. Paper towels Drawing paper and pencils. Masking tape ** video could also be incorporated Lesson Break-down: 3) Pre-Assessment Activity • What is a contour? Can anyone draw the contour of their hand? (have them try). 1. Edges (most generally) and in many cases the outside edge. 4) Introductory Activity (1) • Demonstrate the tracing of leaves… the tracing of the hand • Show examples • Place objects for them to observe and hand out drawing paper. Do a demonstration (they should trace the outer edge with their eyes simultaneously with their pencil tip – darting their eyes back and forth between the paper and the object). Have them complete a contour drawing of their object.

3. Body of the Lesson 1. Explain to the students that they will be shadow hunters. Take a drawing board with paper and demonstrate how the shadows “appear” on the white of the paper. 2. Give out pencils and boards with paper to each student and have them find their own shadow to trace. 3. After the students have traced their shadows, gather around a table and demonstrate the proper usage of water colors: wetting the colors, rinsing between colors, dry brush vs. wet on wet. 4. Talk about letting the water mimic the movement of shadows and create mood. Talk about adding expression and not worrying about recording the details of leaves, but rather the “Abstract” feeling of the shadow. 5. Have the students finish their paintings ** best if still outside, but can be taken back to the studio to finish.** - make sure names are on the back of paintings in pencil. 4. Conclusion a. Children will have the chance to share and give each other (positive) feedback 5.Post-Assessment Activity Journal

Curriculum Project Title: Artology Lesson Title: Contour: Geology and Elevation Lesson No. A-6b

Name(s) of Teacher(s) Charlene Melhorn

Lesson Overview & Goal This lesson will build off our previous lesson about contours (outer edge) and teach about geological contours. The lesson will be infused with creative elements: the students will make their own mountain island, name it, and create painting showing its elevation. Through the painting they will learn about color saturation and tint (the addition of white). Lesson Objectives o To learn what geological contours are and how they demonstrate land elevation by creating their own mountain island, cutting it at elevations, and creating a representational painting. o To learn supplementary vocabulary: elevation, topographical, summit, sea level. o To learn and practice measuring in centimeters and making initial mountain measurements and then cutting it at even cross sections. o To learn about color “saturation” and “tint” by tracing each elevation and creating a corresponding gradation tint o To learn and practice teamwork by placing students in pairs and requiring a final cooperative project – the mountain and then the painting. Measurable Outcomes: 100% will be able demonstrate and articulate the meaning of color saturation and tints. 90% will be able to work as a team peacefully and with out complaint or disruption. 90% will be able to demonstrate proper use of a ruler and accurate measurements. 85% will know and be able to articulate the meaning of geological contours and elevation. 80% will be able to define vocabulary: cross section, elevation, elevation, topographical, summit, sea level. Supplementary Books, Websites or CDs.

Materials & Supplies Modeling clay (white or light colored) Clay wire tools Heavy cardboard. 26

Illustration board Colored pencils Brushes Water and cups Paper towels Acrylic paint. Paper plates Lesson Break-down: 1. Pre-Assessment Activity • Show a geological contour (topographical) map and see if students can explain or figure out what the web of lines mean. • What does elevation mean? Referring to height or how tall a particular geological/earth location is in relationship to a fixed point (sea level) • How could elevation explain the lines on the map? • We are going to make our own “topographical map” 2. Introductory Activity (1) • Pair students and explain that they are going to need to work together to achieve their goal. • Have students use their imagination and create a mountain island (the cardboard will represent our ocean/sea level). They can imagine what they would do on the mountain or how they would spend their vacation on the island. Encourage them to make sloping mountains. 3. Body of the Lesson • Demonstrate how to use the ruler and how to accurately measure the mountain. • Have students measure the height and width of the mountain and record Then have them mark off their 1 cm cross sections. • Demonstrate several repetitions of cutting the even cross sections and tracing it on the illustration board (using a different colored pencil for each contour ring) • Allow the pairs to follow the process of cutting and tracing… help as needed. • Once they have completed the tracings explain color saturation and tinting. Demonstrate how adding white creates a lighter “tint”. Their lowest elevation contour will be full saturated color and their highest elevation contour (summit) will be their straight white. They have to create an even gradation. • Give each pair brushes, plates, and a dab of saturated paint. As they finish each elevation contour give them a dab of white to mix in. Allow them to evaluate if there is enough difference between contours for an even and pronounced gradation. • When they are finished. Have them name their mountains. (add this info to the sheet of paper with their measurements and names). Make sure names are on the back of the painting.

4. Conclusion a. What was hardest about the project? Children will have the chance to share and give each other (positive) feedback 5. Post-Assessment Activity Journal

Curriculum Project Title: Artology Lesson Title: Archeological Simulation: Indigenous tradition. Lesson No. A-6

Name(s) of Teacher(s) Pedro Ospina

Lesson Objectives & Goals: o To learn about native cultures by doing research with books, national geographic, and the internet o To learn native culture values: balance and harmony with nature by recreating artifacts representing the cultural traditions out of natural materials. o To learn the basic steps in of archeological process by hands on experience and simulating an archeological dig. o To learn how to work together as a group toward common goal by working in teams to create the scenes, bury them, then unearth the opposite team’s site. Measurable Outcomes: o 100% will know 3 aspect of native life o 90% will be able to repeat step of the archeological process o 80% will be able to complete the team project peacefully and without argument or disruption. o 70% will be to articulate an example of how native culture show balance and harmony with nature Supplementary Books, Websites or CDs. Materials & Supplies National Geographics and or Library Books. Natural objects such as twigs, rocks, vines, logs branches etc.. shovels (3-5 large digging shovels, 5 small hand shovels) string, camera, brushes and white paint Lesson Break-down: 1. Pre-Assessment Activity: o Have two groups of students research native life of indigenous cultures. Have students answer prepared questions or a “Who, what, where, when” format. o Use National Geographics and Library books. 2. Introductory Activity: o In a natural setting explain everyday life of native peoples. Simulate a scene such a home settlement and a hunting site. Depending on “scene” assign appropriate roles (let students choose if possible). o Students start collect natural objects to represent objects used by native people 3. Body of the Lesson o Students will have to use their creativity and imagination to create objects similar to those used by the native people o Once the objects have been created the students will then carefully arrange them and then bury them. o The other group will then have to dig up the site and analyze what exactly happened there based on the objects found. Both groups will have the opportunity of experiencing the whole process. o ** May be done on a separate day ** 4. Conclusion: o Students will share their experiences, expressing ideas, difficulties and new visions. 5. Post-Assessment Activity. o Journal and Reflect.

Science Lessons

Curriculum Project Title: Artology Lesson Title: Microscopes : Exploring Tiny Worlds Lesson No. S -1 Lesson Overview & Goals: This lesson is designed to introduce the students to the basic components of a microscope, give them an understanding of the guidelines for microscope use and care and allow them to view prepared slides. **Older students can additionally learn how to make their own slides from collected specimens Lesson Objectives: - Student will learn the names/functions of the basic components of the microscope by assembling a microscope puzzle and then colorfully designing and labeling its parts. - Students will learn the guidelines for microscope use and care by carrying a microscope and covering it when done. - Students will learn to use microscopes by practicing with different prepared slides. - **Students will learn how to make their own slides by watching a demonstration and practicing. Measurable Outcomes: 100% of the students will be able to properly use microscopes â&#x20AC;&#x201C; using lens in the correct order and successfully finding and bringing specimens into focus. 90% of the students will demonstrate proper care and storage of microscopes **90% of the students will be able to make a successful slide from a specimen they have collected. 80% of students will know and be able to recall the basic parts of a microscope Supplementary Books, Websites or CDs.

Materials & Supplies Classroom Microscopes Prepared Poster illustrating parts of the Microscope Poster board and puzzles. Colored pencils and markers. Prepared slides. Colored stickers for labeling.

Lesson Break-down: 1. Pre-Assessment Activity: - Ask students how many of them have ever used a microscope before. Before discussing the terms and parts, work in teams to put together a microscope parts puzzle (poster size). - ** Look for teamwork and students ability to handle competition graciously. This will affect use of competition later and the need for team building exercises. 2. Introductory Activity - Address the students as scientists who are about to learn about an expensive new machine that has been bought for their lab. They must now be trained on how to use and take care of this important equipment. - Remain in teams, assign each team member a Part to Color and label on the now assembled microscope puzzle.

3. Body of the Lesson • Work in pairs (2 students to a microscope) to label and identify the parts on a real microscope. (perhaps give each pair a set of color coded stickers to place on the actual machine). Check each pairs work. • 1. 2. 3. 4. 5.

Teacher - Demonstrate each part’s function: (Again stress responsibility and care). With each step allow both students in each pair to practice. Handling prepared GLASS slides and placing them in the on the microscope stand Choosing the right objective lens (starting with the lowest magnification (10x)) Looking through the eyepiece (closing one eye) Adjusting the light and Focusing the image Increasing the magnification and rotating objective lenses.

•

Remaining in pairs, use a prepared slide and draw its image on a worksheet at the 3 different magnifications, label accordingly.

•

** Older students can practice the math of magnification by calculating the objective lens x eyepiece

•

** Demonstrate the process for making a prepared slide…Have pairs choose a specimen and make a slide of their own.

4. Conclusion: Share drawings and do a quick parts review test (point to the part). Practice putting away slides properly, cleaning up the microscope, and covering it for protection. 5. Post-Assessment Activity o Evaluate completed drawings. Journal Entry.

Curriculum Project Title: Artology Lesson Title: Germs! Germs! Lesson No. S -2 Lesson Overview & Goals: Student will learn about what germs are where they are found, what they do, how they are spread, and how people can protect themselves from disease and sickness transmission. Student will gain an understanding of the importance of hand washing and doing it correctly. Similarly they will know why it also important to wear gloves. Students will grow bacteria from germs and be disgusted! Through experimentation of growing germs, students will hypothesize, observe, make predictions, and draw conclusions based on the results of the germ growth. Lesson Objectives: - Students will learn the definition of germs and its two types, bacteria and viruses, by playing an identification game with pictures and characteristics of each - Students will understand that not all bacteria is bad, and there is some good, necessary bacteria in our intestines by eating some yummy yoghurt (and not dying from it!) - Students understand how germs spread by performing the glow germ experiment and swabbing daily used areas (doorknobs, water fountain, etc) - Students will learn the importance of hand washing and gloves, by seeing real bacteria grow from things they touch daily. - Students will learn the proper way to wash hands by learning a song to sing for the duration of washing. - Students will learn the basic scientific and the need for a control by following its steps and making a hypothesis Measurable Outcomes: 100% will experience and witness actual germ growth by following the scientific process 80% will know and recall 3 ways to protect against sickness and disease 70% will be able to define germs and articulate where they are found and what they do. 70% will be able to demonstrate the basic steps of scientific process. 60% of students will increase how often they wash their hands and practice proper hand washing (singing if necessary!) Supplementary Books, Websites or CDs.

Materials & Supplies 4x6 cards with pictures and words for games Glow germ kit Petri dishes with agar (or potato substitutes) Classroom Microscopes Yogurt

Lesson Break-down: 1. Pre-Assessment Activity: Ask students if they have ever â&#x20AC;&#x153;seenâ&#x20AC;? a germ before? - Can you see the wind? How do you know its there? - Relate how we can see effects of the wind and know it is there just like we can see the effects of germs and know they are there.

2. Introductory Activity - Generate discussion about what a germ is (a tiny living organism that we can’t see with our eyes alone that can sometimes cause disease) - Where are germs found? (virtually everywhere) - There are two primary types of germs: 1. Bacteria – tiny living organisms that can’t be seen with our eyes alone than can cause disease 1. Unicellular 2. Not all bacteria is bad – have a volunteer eat yogurt and THEN tell them it is filled with bacteria. (all yogurt is… so is cheese, and are in our intestines to help us digest). 2. Viruses – tiny organisms that need to exist in a living thing to grow and reproduce 1. Protein coat and nucleic acid o Practice differences with a game if time 3. Body of the Lesson - How do germs spread? o Address the students as scientists who are about to learn about perform an important experiment. Complete glow germ experiment o Germs spread through sneezes, coughs, saliva, blood, touching germy things, etc o Where do we think germs are most likely to be? (hypothesize) o Introduce Petri dishes and swab samples (test) Label dishes according to area they came from Then label the dishes with categories – some, many, most germs (use colored stickers) - (Predict) Leave one dish untouched for a “control” •

•

How do we protect ourselves and each other from germs? o Cover nose and mouth when coughing and sneezing o Use tissues and throw them in the trash o Use gloves when handling potentionally dirty things o Wash hands often !! Before/after eating, going to the bathroom, playing outside, playing with pets, treating a wound, taking out the garbage. Demonstrate and practice proper hand washing • Use warm-hot running water, use soap, wash all surfaces carefully (not just palms), rub together at least 15 seconds (sing Happy Birthday or ABCs) and then dry Do germs always make us sick? Our bodies have defense systems, but sometimes they break through

4. Conclusion: Now we must wait! Go wash our hands. 5. Post-Assessment Activity On day 6, examine/observe germ dishes, look at them under microscopes, and compare findings with initial predication. Discussing why they think the results happened. (Make Conclusions)

Curriculum Project Title: Artology Lesson Title: The Beat of My Heart: Heart Anatomy & Dissection Name(s) of Teacher(s): David, Rosalind, Angelo Lesson No. S -3a Lesson Objectives & Goals: To introduce the basics of cardiovascular physiology and exercise physiology. To have everyone listen to their own hearts. To perform a dissection of a sheep’s 4-chambered heart and show its valves and chambers Measurable Outcomes: 100% of students will listen to and identify the “Lub-Dub” of their own hearts. 90 % of students will know how to find their own pulse 90% of students will see and touch an actual 4-chambered heart. (Standards & Objectives)- David – School lesson plans 70 % of students will understand the basic concepts of heart rate, blood pressure, and its relations to exercise. Supplementary Books, Websites or CDs.

Materials & Supplies: Giant Heart disassemble-capable One-way valve Film canisters. Sheep’s Heart Scalpel & Scalpel blade. Gloves for kids interested in touching the heart. Sthethoscopes Giant poster with basic arteries & veins

Lesson Break-down: 1. Pre-Assessment Activity: ● Show of hands on how many have seen an actual heart. ● Show of hands on how many students have Heard their own Hearts! 2. Introductory Activity ● Group leaders will show the kids how to feel for their own pulse. ● “Everyone’s heart is a good worker. It is a simple pump and it’s job is to keep the blood moving in your body” - Explanation of pump 3. Body of the Lesson ● “Let’s inspect the heart a little closer” -Show and pass around the big Heart ● Group leaders will show the kids how to use the stethoscope. “Do the students hear the lub-dub”? ● Explanation of the “lub-dub” as the closing of the one-way valves - One-way valves are the things in the heart that make the blood only go one-way. As the valves slam shut, they make the sounds “Lub” & “Dub” - Film canister demonstrations. 30 film canisters. ● Cut open and show valves of Sheep heart. - Show 4 chambers, with 4 valves at end of each chamber. ● The heart is always working and needs its own oxygen supply -Explanation of oxygen as the air we all need to breathe. - Explanation of heart’s own blood supply - Draw cardiac arteries 35

4. Conclusion: ● The Heart is a pump that works all our lives. Show big heart ● It is the first music we’re introduced to, and the lub-dub are caused by one-way valves. Show film canisters & big heart 5. Post-Assessment Activity ● Test vocabulary Arteries, Veins, Oxygen, One-way valves, Heart Attack ● MCQ Testing knowledge.

Curriculum Project Title: Artology Lesson Title: To the Beat of My Hearts: Body Map Name(s) of Teacher(s): Rosalind Williams Lesson No. S -3b Lesson Objectives & Goals: Students attempt to understand how oxygen travels to the cell for use in energy transformation. Students map the path of oxygen as is travel through the respiratory system diffuses from the alveoli into the blood where it is carried by red blood cells to the cell, where it enters by diffusion. Then students map the path of foodstuffs as they travel through eh digestive system to the villi in the small intestines, diffuse into he blood and transported by blood to diffuse into the cell. Measurable Outcomes: _________ Students review their understanding of how the respiratory, circulatory and digestive systems work together. _________ students complete the path of oxygen in the body _________ students complete the path of foodstuffs in the body _________ students describe how the ingredients for energy reach the cells Supplementary Books, Websites or CDs. I, BioHuman Biology Curriculum

Materials & Supplies Map of digestive system, map of circularity system, map of vascular system, map of respiratory system, full size body map, oxygen token per group, foodstuff token per group, token holders two per group, stickers for respiratory parts, stickers for digestive system parts, stickers for circulatory parts, diffusion arrows

Lesson Break-down: 1. Pre-Assessment Activity: Ask students what energy is and how it is used. Write answers and identify if energy sources are good uses for all needs. (focus leading to energy for life) 2. Introductory Activity Ask how people get energy to work of play. Lead students to understand that energy comes from food. Demonstrate a candle burning in open air and then cover. Ask students what happened to cause candle to extinguish. Lead students to understand that oxygen is needed. Relate to foodstuff (candle) and air (oxygen) to create flame (energy).

4. Body of the Lesson o Describe how cells get energy. o 2) Create an outline of a body (body map). o 3) Students map the path of oxygen as is travel through the respiratory system diffuses from the alveoli into the blood where it is carried by red blood cells to the cell, where it enters by diffusion. o 4) Students map the path of foodstuffs as they travel through the digestive system to the villi in the small intestines, diffuse into the blood and transported by blood to diffuse into the cell. 5. Conclusion: Students review and demonstrate the paths of foodstuffs by articulating paths to teacher. 6. Post-Assessment Activity Students review and demonstrate the paths of foodstuffs and oxygen by posting body map for group critique.

Curriculum Project Title: Artology Lesson Title: The Science of Sound Lesson No. S -4

Name(s) of Teacher(s): David, Marisol (co-leaders)

Lesson Objectives & Goals: Goals 1. To increase students' awareness of how sound travels through various objects. 2. To increase students' awareness of different forms of communication. 3. To increase students’ awareness of music as it relates to physics Objectives 1. Students will make predictions about how sound travels through different objects. 2. Students will demonstrate an understanding music as it relates to physics. 3. Students will demonstrate understanding of sound production using artwork Measurable Outcomes: The ability to reproduce upon request 90% of information presented Supplementary Books, Websites or CDs. N/A

Materials & Supplies Available Instruments (i. e. djembé, tubano, shakers, cabasa) Pitched glasses of water Random assortment of sound mediums (i. e. metal, wood, etc.) Dry erase board and makers Tuning fork

Lesson Break-down: 1. Pre-Assessment Activity: Drumming Improvisation and introductory questions of students’ knowledge of sound 2. Introductory Activity Exploration of the properties of sound with various “nonmusical” objects 3. Body of the Lesson o Differentiation between physical sound and sound perception o Scientific understanding of sound travel through mediums in waves o Scientific understanding of sound travels at different speeds through different mediums o Scientific understanding of sound travels faster in solids than air o Music making with basic applications on sound perception through various mediums 4. Conclusion: Drumming improvisation including various mediums presented (i. e. pitched water glasses) 5. Post-Assessment Activity Drawing of sound travel. Journal and Reflect.

Curriculum Project Title: Artology Lesson Title: Mapping our way Name(s) of Teacher(s): Rosalind Williams Lesson No.: S-5 Lesson Objectives & Goals: Maps are representations of an area as seen from above. To familiarize students with maps, they will make maps of an area by color coding objects, and making a scale and legend. Measurable Outcomes: _________ demonstrate maps are drawings of an area as seen from above. _________ demonstrate maps have a scale and north arrow. _________ demonstrate maps have legends to explain the meaning of different symbols and colors. _________ demonstrate maps can be used to navigate. Supplementary Books, Websites or CDs. http://education.usgs.gov/schoolyard/ http://www.fow.org/map.php

Materials & Supplies Aerial photo of area, tracing paper , tape measure, colored pencils, tape, scissors, rulers, maps of various uses

Lesson Break-down: 1) Pre-Assessment Activity: Show a variety of maps. Ask students what these are and why people use them. See if they can identify the features that the maps share in common. What is different about them? The main goal is to get them to realize that maps show information about an area, that they have common features like scales and legends, and that they are interesting and pretty. 2) Introductory Activity Ask student if they have used or made a map in past, and if so why. Tell them they will make maps. Remind them that maps are representations of an area. Pass out maps of various uses/types.

3) Body of the Lesson 1) Find features on map. 2) Point out shadows on aerial photo, if present (heights). 3) Trace objects/features on map as needed. 4) Color code features. 5) Create legend. 6) Measure and create scale. 7) Indicate direction with compass. 4) Conclusion: Students test their predictions with a tape measure. Students will compare the distance measured on the map and the distance in reality. Ask students why this might be different (error in tracing the aerial photo, distortion of the original aerial photo). 5) Post-Assessment Activity Students write a description about how their map compared with what they saw when they visited the area. Were there items on the map that they could not find in real life? Were there objects in the area that were not on their map? Why or why not?

Curriculum Project Title: Artology Lesson Title: Sediment Grid Investigation Name(s) of Teacher(s): David Lesson No. S-6 Lesson Objectives & Goals: Students will be able to… 1. Show basic understanding of how the layers of soil form 2. Differentiate between younger/older soil 3. Identify approximate age of material found at different levels 4. Show relationship between soil layering and archeology

Measurable Outcomes: 90% of students will be able to explain how soil forms and settles 90% of students will be able to identify younger/older soil 75% of students will be able to identify approximate age of materials found at levels 70% of students will be able to show relationship between layering and archeology Supplementary Books, Websites or CDs. Materials & Supplies N/A Investigation boxes x5 Modeling clay Spoon “Artifacts” Sorting chart/paper Drawing paper Lesson Break-down: 1. Pre-Assessment Activity: Soil formation discussion and observation (modeling clay) 2. Introductory Activity Observing soil boxes, making inferences about layers and materials found within

3. Body of the Lesson In groups of 5 (or smaller) students will explore the soil boxes using “spoons” (or whatever) to uncover different layers of soil and “artifacts” found within. Students will collect “artifacts” in different piles categorized by “age” --> depth found in soil. Group discussion of findings.

4. Conclusion: Discussion of how this activity directly relates to Archeology science 5. Post-Assessment Activity Students will create artistic representations of soil discovery activity

Curriculum Project Title: Artology Lesson Title: Ecology –Prey/Predator Lesson No. S-7a

Name(s) of Teacher(s):

During this lesson student will learn about predator-prey relationship in the natural environment and then dissect and examine the contents of owl pellet in order to more fully understand these complex interactions and develop a sense of self as a scientist. Lesson Objectives & Goals: Students will learn: 1. The vocabulary: predator, prey, food chain, and adaptation through interactive demonstration. 2. About owl physiology be discussing adaptations to hunting, looking at pictures and videos. 3. What an owl pellet is, how it forms, and why they are important through watching a video, dissecting an owl pellet, and examining the contents. 4. How to use their sense of touch and sight to predict, infer, observe, and classify what the owl ate and attempt to reconstruct the prey skeleton. Measurable Outcomes: 100% of students will be able to use proper dissection technique and make predictions of owl pellet content. 90% of students will know what an owl pellet is and how it is formed. 80% of students will be able to repeat and correctly use all 4 vocabulary words. 80% of students will know at least one characteristic of owl adaptations to hunting. Supplementary Books, Websites or CDs. -website showing owl pellet formation -video of owl hunting -Pictures of various species of owls.

Materials & Supplies • Owl Pellets • Gloves • Paper plate • Tweezers,long toothpicks • Magnifying glasses • Bone chart, skull guide for each student • Microsopes • Water • Paper towels • Coloring pencils to color in bones they found/identified on the charts • Paper

Lesson Break-down: 1) Pre-Assessment Activity: Ask: How many students know what prey and predator mean? • Prey= animal pursued and eaten by something else • Predator= animal that pursues another animal for food. What are some examples of predators and prey? Why is it important to have both prey and predator? What would happen if there is too much of one or the other?

2) Introductory Activity While we do this activity, we will try to understand what skills are needed to be a successful predator and those needed to avoid becoming a prey. • Ask for 2 volunteers (prey and predator) – prey will try to elude the blindfolded predator while playing silent “tag” on all fours in center of circle. • Other students will be official observers, and then we will discuss observations of behavior in order to be successful? Which senses did each rely on? What did each one do? • Teach vocabulary work “adaptation” – a change in structure, function, or behavior by which a species improves its change of survival in a specific environment. - Look at picture of owls/watch video and discuss adaptations to being a successful hunter – (claws, wide range of motion in neck, silent feathers, nocturnal hunting, excellent eyesight, etc) - Together make a simple food chain on the board that includes the owl and something it may capture as prey 3) Body of the Lesson • Tell students they are going to be scientists today in order find out about owl prey - “what did the owl eat?” • Talk about what an owl pellet is and how it is formed (show video from internet) – show an example of an owl pellet • Have student scientists put on gloves, sit at stations, and use senses to observe/describe/measure the outside of the pellets • Introduce word “dissection” and discuss tools and techniques through demonstration • Explain skeleton guides and their use and show student how to document their finding through matching up bones, coloring the cart, and attempting to reconstruct a skeleton – what do you predict you might find? **is their any evidence we could give them to base their predictions on? • Allow students to dissect, and assis as necessary in technique and bone identification o Make a list on the board of their discoveries o Use magnifying glasses and/or microscopes to look more closely at bones 4) Conclusion: • Review information – What is the owl’s role in the food chain? • Play prey – predator card game. 5) Post-Assessment Activity Create artistic representation of relationship between predator/prey/population in journal

Curriculum Project Title: Artology Lesson Title: Controlling Populations Name(s) of Teacher(s): David Lesson No. S-7b Lesson Objectives & Goals: Students will be able to… • Understand what populations are • Understand what types of variables control/effect population • Understand why population control is necessary

Measurable Outcomes: 90% of students will be able to define population 80% of students will be able to identify what variables control/effect population 75% of students will understand why population control is necessary Supplementary Books, Websites or CDs. Materials & Supplies N/A Wolf cards Moose cards Lesson Break-down: 1) Pre-Assessment Activity: Discussion of populations and controlling variables 6) Introductory Activity Limited food source activity --> People sticks. Students pick up one stick per “day.” As sticks run out, food is scarce and populations die out. Some activity with an over abundance of food. --> Real life application--> deer 7) Body of the Lesson --> Wolf and Moose Population Game. Students are wolves and teacher adds or removes Moose population to show how food abundance effects populations. Discussion of result of activity.

8) Conclusion: Discussion of activities. 9) Post-Assessment Activity Create artistic representation of relationship between predator/prey/population.

Curriculum Project Title: Artology Lesson Title: Adaptation/ Pollination --> flowers Name(s) of Teacher(s): David and others Lesson No. S-8 Lesson Objectives & Goals: Students will be able to… 1. Understand what adaptation is 2. Understand how pollination helps in reproduction and what it is 3. Recognize how adaptation lead to continued survival and populations 4. Understanding how pollination occurs

Measurable Outcomes: 90% of students will be able to describe adaptation and pollination 85% will be able to explain how adaptation and pollination lead to population survival 80% will understand how pollination occurs in at least two ways Supplementary Books, Websites or CDs. Materials & Supplies N/A Examples of pollination (bees, dandelions) Examples of adaptation (Rhododendron) Pollination cards Adaptation cards Pages for artwork Lesson Break-down: 1) Pre-Assessment Activity: Discussion--> why is adaptation/pollination important? 2) Introductory Activity Observing assortment of adaptation Observing assortment of pollinator/methods of pollinating

3) Body of the Lesson First ½ --> Adaptation – After observing examples, students think about other adaptation they have seen or experienced. Each student is given a card with an environment on it and they need to come up with an adaptation that allows them to survive. --> around circle share. Second ½ --> Pollination – Students are given the roll of “Bee”, then they “pollinate” provided flowers…using left dots (or something). Discussion to follow. 4) Conclusion: Review of Adaptations and Pollinations 5) Post-Assessment Activity Student created art work of Pollination and Adaptation

Drum Circle Outline Artology 2008 (sample) Weekly Themes

Monday

Week 1 African Culture

July 7th - Day 1 July 8th- Day 2 Something New Express Yourself Intro. of instruments Welcome Song Intro. of campers Structured Drumming Intro. of welcome song Improvisation (Tse Tse Kule) Improvisation July 14th- Day 1 July 15th- Day 2 Lubbin’ & Dubbin’ And They Did What? Intro. Welcome Song (Yeha Welcome Song Noha) Story Telling start the lub dub Improvisation Heart Beat and Music July 21st- Day 1 July 22nd- Day2 The Present is Ours Improvisation Welcome Song Campers Create: Welcome Dual Modality Song & Street Box/Drumming Improvisation Improvisation

Week 2 Native American Culture Week 3 Artology Culture

Tuesday

Thursday July 10th- Day 3 No, Thank You Welcome Song Dual Modality Improvisations

July 17th- Day 3 …And Freeze Welcome Song Heart Beat D & M Dual Modality Musical Stop and GO July 24th- Day 3 Do you hear what I hear? Welcome Song Improvisation Science of Sound Water glass improvisations

Overall Goals

Activities will address community building goals: • community appreciation • Responsiveness Activities will address social interactions • turn taking skills • helping each other Activities will address personal awareness: • leadership • self expression • Self assertion/ self activation

WEEK 1 DAY 1 Introduction to musical instruments (5 min.)

SOMETHING NEW Drums

Djembé (jem-bay)- the djembé is West Africa's most popular drum. It is mortar-shaped drum that is open at both ends and has a single membrane of goat or antelope skin stretched over it and is beaten with the bare hands. It produces three sounds, slap, tone, and base (claque, tonique, and bass en français). The djembé is used both as a solo and accompanying instrument. Djun Djun - At the heart of African drumming, it provide the rhythmic and melodic foundation of the djembe ensemble., Mountain Rhythm djunduns can be heard above the roar of the most thunderous drum circle.

Tubano - When played, the Tubano has a melodic Conga-like sound, the innovative design features an internal resonating tube and cut-out feet to allow full bass resonance without using a floor stand or tilting the drum.

Handheld percussive instruments Agogo Bells- They are pairs of bells joined by a curved metal rod now used throughout the world but with origins in traditional Yoruba music and also in the samba baterias (percussion ensembles). The agog么 may be the oldest samba instrument and was based on West African Yoruba single or double bells. They are shaped much longer than a regular cowbell and generally tuned in third. The Agogo is played with a stick held in the right hand while the left hand hold the instrument and can also squeeze the two bells together producing a "chick" sound. The sound can be controlled by the left hand by positioning the thumb and finger toward the mouth of the bells (open/close). Cabasa- Similar to the shekere, is a percussion instrument that is constructed with loops of steel ball chain wrapped around a wide cylinder. The cylinder is fixed to a long, narrow wooden or plastic handle. It was originally of African origin, and constructed from dried oval- or pearshaped gourds with beads strung on the outer surface. It provides a metallic, rattling sound when shaken or twisted, similar to the sound of a rattlesnake. It is often used in Latin jazz, especially in bossa nova pieces. Chekeres- Beaded gourd instrument originally played in sets of three or more and divided into parts called: kachimbo, segundo e caja. Claves- This instrument is made by two medium-sized long piece of hard and resonant wood (8 inc. long and 1 in diameter) which are struck together to produce a sharp cutting "wood click" sound. The claves play a simple two measures rhythmic figure which is considered the foundation of almost all Afro-Cuban and Latin rhythms: singers and musicians are generally guided by the beat of the claves. Once the clave begins it doesn't stop or reverse itself; this establishes a unique relationship of the claves to all other instruments. In Latin music the "concept of clave" is a must for any musician to prevent the risk of being "on the wrong side". Cowbell- The cowbell is an idiophone hand percussion instrument used in various styles of music including salsa and infrequently in popular music. It is named after the similar bell historically used by herdsmen to keep track of the whereabouts of cows. Its low, powerful pitch will cut through any band. Guiro- The Cuban Guiro is a long, dried and hollowed out gourd corrugated on its face. It seems to be of Bant霉 (Congolese) origin, but traces of a similar instrument can be found into the Indo-Cuban cultures too. The Guiro is played by scraping the corrugated surface with a thin stick held in the right hand. Left hand hold the guiro by placing the thumb into the hole cut which is in the back. Typical guiro technique consists of short and long sound. This effect is obtained by varying the duration and length of the stroke. For long sound right hand strokes with a brief downward motion the bottom of the guiro and immediately after scrapes upward the whole surface. Short sounds are short strokes played near the top with an up and down motion. For faster tempos help your right hand by using left hand with an opposite movement (one hand moves down and the other moves up). SHAKERS- there is a large array of small (and large) hand-held percussion instruments in West Africa. The most well known are the shakers made from a calabash over which a woven net with beads or seeds is hung to strike against the calabash.

Campers Introduce Themselves by Drumming (10 min) 1. Facilitator gives instruction of introducing self by stating name and providing rhythm to represent self or to introduce self 2. Group members are asked to introduce themselves, one at a time around the circle starting with a volunteer.

Introduce Hello Song Tse Tse Kule (pronounced Che Che Coolay) (7 min) 1. Campers are provided instruments from which they will choose 2. Facilitator will introduce Tse Tse Kule as our morning welcome song for the week 3. Facilitator will direct the group to repeat (Call and Response format)

Tse Tse Kofi Sa Kofi Salanga Langa Chi Langa Kum! Adene, Kum! Adene ?(pronounced Koom Adaynay) 4. Facilitator will invite group to play instrument transitioning to improvisation

Improvisation (7 min.) 1. Facilitator gives basic instructions of improvisation to group 2. Facilitator provides basic beat that will remain stable in which group members join when comfortable and return to pulse if necessary 3. Group members will be are invited to add various beats, variations 4. Whomever holds leadership may direct the volume (loud or soft), speed (fast or slow), and end with hand signaling 5. Count down will be given to notify musicians of the song coming to an end.

DAY 2

EXPRESS YOURSELF!

Welcome Song- Tse Tse Kule (5 min.) The Talking Drums (5 min.) 1. Facilitator will provide the campers with playing instructions a. Group will play pulse b. One member will play rhythms and group members will repeat (call and response) c. By returning to the pulse other group members are given the opportunity to volunteer for the leadership role 2. Facilitator will provide pulse and invite group to join when comfortable 3. Facilitator will play the first set rhythms and group will repeat (call and response) 4. Facilitator will returning to the pulse providing group members the opportunity to volunteer in call and response

*Call and Response may develop into conversations between two or more drum or two or more groups of drums

Structured Drumming (10min.) 1. 2. 3. 4.

Facilitator will divide campers into groups by instrument types (djembes, tubanos, djun djun, handheld percussion, etc.) Facilitator provides rhythm for each group and signals the entrance of each group Facilitator may vary groups volume, tempo, and/or rhythmic pattern Individual groups are given the opportunity to be featured above other groups by increasing their volume and decreasing the volume of surrounding groups.

*Drumming may evolve to free improvisation, call and response, or vary within structured rhythms

Improvisation (5 min.) 1. 2. 3. 4.

Facilitator will provide basic sustaining beat and invites group members to join when comfortable Group will be invited to vary in the improvisation Whomever holds leadership may direct the volume (loud or soft), speed (fast or slow), and end with hand signaling Facilitator will give countdown to notify musicians of the songs end

*Group members will be given the freedom to return to the sustained beat if necessary

DAY 3- DUEL MODALITY

NO, THANK YOUâ&#x20AC;Ś NO, THANK

Welcome Song- Tse Tse Kule (5 min.) Improvisation (10 min.) 1. Facilitator will provide basic sustaining beat and invites group members to join when comfortable 2. Group will be invited to vary in the improvisation 3. Whomever holds leadership may direct the volume (loud or soft), speed (fast or slow), and end with hand signaling 4. Facilitator will give countdown to notify musicians of the songs end

*Group members will be given the freedom to return to the sustained beat if necessary

Improvisation (10 min) 1. Dance facilitator introduces stylistic invariants of traditional African dance and ways to communicate thanks to fellow dancers, musicians for providing music, etc. 2. Music facilitator introduces the way in which musicians will communicate thanks to fellow musicians and dancers 3. Music Facilitator will provide basic sustainable beat and invites groups (musicians and dancers) to enter into the music when comfortable 4. Group members may vary beats, dance, provide various rhythmic patterns, etc. 5. Music facilitator may quiet group and provide opportunities for dance and music solos, duets, etc.

6. 7. 8. 9. 10. 11.

Facilitator will increase volume and return to free improvisation Facilitators may direct the volume (loud or soft), speed (fast or slow), and modulation of dancers Dance facilitator will lead dancers in showing gratitude or thanks to drummers, other dancers, etc. Music facilitator will lead the two large groups of musicians in thanking fellow musicians and dancers Music facilitator will decrease volume (modulation of dancers) While the volume becomes increasing louder the facilitator will provide the countdown to notify musicians of the song’s end.

WEEK 2 DAY 1 Introduction of New Welcome Song- YEHA-NOHA (5 min.)

LUBBIN’ & DUBBIN’

The words above are lyrics to the international hit Yeha-Noha (Wishes of Happiness and Prosperity). This chant is part of the Enemy Way Chant or called in the Navajo language Ndaa'. It is a healing song sung to cleanse and heal Navajos warriors. Navajo veterans of the United States Armed Forces use this ceremony to purify themselves after returning from the service. The title which is appropriate, as mentioned is sung to cleanse and heal warriors, now often a family or loved one and to simply wish them happiness and prosperity. The title itself is interesting. The 'h' in Yeha is actually pronounced with an 'n' so instead of saying Yeha-Noha, it is pronounced as if saying "Yena-Noha." AH-UH NAYAH OH-WA OH-WA SHON-DAY OH-WA OH-WA SHON-DAY CAN-NON NON NOHA (NOHA) AH-UH NAYAH OH-WA OH-WA SHON-DAY OH-WA OH-WA SHON-DAY YEHA-NOHA (NOHA) AH-UH NAYAY TOR-SHNA NENA-NAY-YAYAH NENA-NAY-YAY YEHA-NOHA (NOHA) AH-UH NAYAY TOR-SHNA NENA-NAY-YAYAH YEHA-NOHA (NOHA) NEE-YOH-WAH NEE-YOH NEE-YOH-WAH NEE-YOH AH-UH NAYAH OH-WA OH-WA SHON-DAY OH-WA OH-WA SHON-DAY CAN-NON NON NOHA (NOHA) AH-UH NAYAH OH-WA OH-WA SHON-DAY OH-WA OH-WA SHON-DAY YEHA-NOHA (NOHA) AH-UH NAYAY TOR-SHNA NENA-NAY-YAYAH NENA-NAY-YAY YEHA-NOHA (NOHA) AH-UH NAYAY TOR-SHNA NENA-NAY-YAYAH YEHA-NOHA (NOHA) 48

Heart Narrative and Improvisations- Dual Modalities (15 min.) 1. Musician (Matt) provides beat box imitative of the heart’s lub dub 2. Facilitators will speak above the beat and describes a. Native American use of drum beats to represent the heart b. How the lub dub sound of the heart is produced c. How the heart beat will form our basic rhythm for the day d. Marisol- Provide instructions regarding the campers adding of variations above the lub dub one by one and e. Amy- removing self from the group to form a body sculpture representing the heart (only campers will be asked to create the body sculpture) 3. Facilitator will use a drum to match the lub-dub of the musician’s beat box (lub-dub) 4. Group members will use their various instruments to imitate and match the lub dub beat provided 5. Campers will be asked to provide their variation above the beat one by one as, moving around the circle 6. As the music builds one by one, campers will be asked to remove themselves from the circle and create a space in the center of the room collectively building a body sculpture while the musical leaders sustain the lub dub beats on the drum. 7. Facilitator (Amy) will ask group questions regarding body sculpture of the heart (i.e. why did you choose your space, how does it feel in your space, etc.)

Structured Drumming (5 min.) 1. Facilitator will divide campers into groups (i.e. By instrument types- djembés, tubanos, djun djun, handheld percussion, etc.) 2. Facilitator provides rhythm for each group and signals the entrance of each group 3. Facilitator may vary groups volume, tempo, and/or rhythmic pattern 4. Individual groups are given the opportunity to be featured above other groups by increasing their volume and decreasing the volume of surrounding groups.

*Drumming may evolve to free improvisation, call and response, or vary within structured rhythms

DAY 2

AND THEY DID WHAT?

Welcome Song- Yeha Noha (5 min.) Musical Storytelling Activity- 2-4 stories (15 min) 1. Facilitator will provide instructions building our story a. Following the circle each group member will provide a line for a story b. Group members may provide variations in playing to match the story 2. Facilitator will provide examples (i.e. Falling Rocks) 3. Facilitator will provide basic sustaining beat and invites group members to join when comfortable 4. Group will be invited to add lines to create our story 5. Facilitator will give countdown to notify musicians of the story/songs end

Improvisation- Campers as co-leaders (5 min.) 1. Facilitator will provide basic sustaining beat and invites group members to join when comfortable 2. Group will be invited to vary in the improvisation 3. Whomever holds leadership may direct the volume (loud or soft), speed (fast or slow), and end with hand signaling 4. Facilitator will give countdown to notify musicians of the songs end

DAY 3- DUAL MODALITY

…AND FREEZE

Welcome Song- Yeha Noha (5 min.) Cue Me? Improvisation (20) 1. Facilitator will provides activity instruction a. Activity allows group members to allocate leadership nonverbally between both musicians and dancers and begin and end length of leadership by the presented beat. b. Group members will take turns within the leadership role c. Once a leader is chosen, he or she has controls over the speed and volume of the group as well as the length of time he or she spends within that leadership role d. Definitive end of one leadership is represented by a provided drum pattern. e. Leader will play the drum pattern finalizing his/her leadership role f. New leader previously cued will adopt role g. Group members must pay close attention to leaders to recognize who the new leader will be and directions provided (i.e. stop and go, dancing and playing, tempo, volume, etc.) 2. Facilitator provides model of how the leadership role will be passed 3. Campers are given the opportunity to volunteer for practice round 4. Facilitator begins the improvisation with proposed beat 5. Group members are invited to join when comfortable 6. Facilitator will choose and cue group member that will hold the leadership position and provide a definitive end of his/her leadership by playing “the stop” beat 7. The new leader must choose a way to make him/her known to the group while the group pays close attention to identify the leader. 8. Leadership will be passed throughout the group 9. The group must collectively decide when the activity will come to a definite end.

Improvisation (5 min.) 1. Facilitator or group leader will provide basic sustaining beat and invites group members to join when comfortable 2. Group will be invited to vary in the improvisation 3. Whomever holds leadership may direct the volume (loud or soft), speed (fast or slow), and end with hand signaling 4. Facilitator or leader will give countdown to notify musicians of the songs end

WEEK 3 DAY 1 Improvisation (5 min.) 1. 2. 3. 4.

THE PRESENT IS OURS

Facilitator or group leader will provide basic sustaining beat and invites group members to join when comfortable Group will be invited to vary in the improvisation Whomever holds leadership may direct the volume (loud or soft), speed (fast or slow), and end with hand signaling Facilitator or leader will give countdown to notify musicians of the songs end

Create Welcome Song (15 min.) 1. Campers will collectively create a welcome song that represents the cultures they represent or formed at Artology Camp. 2. Campers will be given the option to begin by either composing a beat or words to their song 3. Previous welcome songs uses throughout the camp may provide possibilities for song format (i.e. call and response) 4. Camp leaders will provide suggestions upon request

Improvisation (5 min.) 1. 2. 3. 4.

DAY 2- DUAL MODALITY Welcome Song (5 min.)

YO, GIMME A BEAT!

Street Box (15 min.) Improvisation (10 min.) 1. 2. 3. 4.

DAY 3- DUAL MODALITY & SCIENCE OF SOUND Artology Welcome Song (5 min.)

DO YOU HEAR WHAT I HEAR?

Improvisation #1 (10 min.) 1. Musicians Produce rhythmic improvisation for dancers 2. Group members are responsible to collectively deciding when to stop the group as a unit

Improvisation #2 (10 min.) 1. Dancers provide dance moves without music to inspire musicians rhythms 2. Musicians are asked to provide music to support dancers in response to rhythms 3. Group members are responsible to collectively decide when to stop the group as a unit

Improvisation #3 (5 min.) 1. 2. 3. 4. 5. 6. 7.

Facilitator gives basic instructions for campers Facilitator provides basic beat that will remain stable in which campers can join and return if felt necessary Group members are invited to add various beats Whomever holds leadership may direct the volume (loud or soft), speed (fast or slow), and end with hand signaling Group members will be invited to join in the beat Group members will be invited to vary in the improvisation Count down will be given to notify musicians of the song coming to an end.

Science of Sound (1 hour) 1. 2. 3. 4. 5. 6. 7. 8. 9.

Introductory questions of students’ knowledge of sound Exploration of the properties of sound with various “nonmusical” objects Differentiation between physical sound and sound perceptions Scientific understanding of sound travel through mediums in waves Scientific understanding of sound travels at different speeds through different medium Scientific understanding of sound travels faster in solids than air Music making with basic applications on sound perception through various mediums Drumming improvisation including various mediums presented (i.e. pitched water glasses) Drawing of sound travel

Dance Outlines: Week 1 - Theme – Getting to Know You through Dance ! Skills : Form a Circle Warm-Up- Breathing, Stretching Introductions with Movement -

Each person says their name and shows a movement that describes them or how they are feeling that day. This is presented to the group.

As a group, all participants will demonstrate each movement after the creator performs it After everyone in the circle has done their movement and a pattern is developed, the pattern will be repeated from the beginning, this time at a slightly quicker pace. A dance will be formed as the group creates their own rhythm and essentially makes their own dance.

Goals - Begin to establish a movement relationship. - Develop connections with peers. - Promote a safe environment for self-expression.

Closure : Breathing- Relaxation Modulation of Movement Quick Process- Thanking each other in movement.

Week 2 : Theme – The Dancing Poet Skills: What did we learn this week? Warm-Up – Breathing , Stretching Integration of Haiku Poetry (in journals) and Movement Creating short choreography to Haiku poems from Week 1 - Each child will pick one movement per line of the Haiku

And choreograph a movement motif ( short movement phrase ). - Perform the piece for the group. Goals : - Increase creative expression - Facilitate group cohesion/ support - Integration of modalities Closure- Praise and Encouragement for each dancer. Quick cool-down.

Week 3 : Theme – Our Artology Dance ! Warm-Up – breathing, stretching Creation of A Dance- Our Shared Rhythms. -

Each mover creates their own dance- 1- 2 movements that highlight their experience at Artology Camp: the creation of an individual piece in their own rhythm. The rhythm is passed around the circle. The pattern is repeated and a group dance is created !

Goals: -

Encourage reflection: discussion of memories, meaning found in dance/movement, highlights in movement.

Discussion - “What Does Dance Mean to Me ?”

- “What Have I learned about Dance/Movement at Artology ?”

Closure- Breathing- Relaxation Celebration of Our Experience Acknowledgment and Praise of Each Dancer Goodbye

Choreography for Drumming Circles- Foundation for the circle, Children can go into their own improve as they wish.

African Dance: … And Freeze Hands Up to Sky 1-4 Down to the Ground 5-8 Repeat Arms sweep- open up in an arc to the right From a flat back- Open up in an arc to the right and left (alternating) Torso open and moving free-flowing. 1-8 counts repeat Knees bent, closely stepping Hands Up to the Sky ( Kiss the Sky ) rotating outwards ( to the R) stepping side to side. 1-4 Switch 5-8

Angulation- Contract & Release 1-4 Right Palm up, Left Palm down 5-8 Repeat Facilitate improvisation

Native American Dance : Heartbeat

Welcome Song – “ No, Thank You.” Open Up to Second Position Plie- Bending of the knees- 4 counts Stomp Clap, Repeat Repeat the Entire Section Rotating Pick Up the Knees – 1-4 Hop and step in a circle – 5-8 counts Facilitate improvisation

Our Artology Dance:

“ Welcome Song “

Individual Dances – Children have the opportunity to create their own dance, using movements that we have learned in Artology camp, or using appropriate movements that they choose to express. They will perform this short movement motif for the group.

ARTOLOGY Journal

Welcome to Artology" â&#x20AC;Śget ready to inquire, explore, and create!

Journal Entry: Day 1

â&#x20AC;&#x153;ART is the reproduction of what the Directions: In the boxes, draw something relating to each of the five senses that you learned about today. SEE

HEAR

TASTE

five senses perceive in NATUREâ&#x20AC;?

-- Edgar Allen Poe

TOUCH

SMELL

Today I learned__________________________________________________________________ ______________________________________________________________________________. The hardest thing for me today was_________________________________________________ ______________________________________________________________________________. My favorite part of the day was_____________________________________________________ ______________________________________________________________________________. Tomorrow I will try to____________________________________________________________ ______________________________________________________________________________.

Journal Entry: Day 2

â&#x20AC;&#x153;Do not follow where the path may lead. Go Directions: Draw what you saw when looking through the microscope.

I imagine the growing germs will look like_________________________________________ ____________________________________________________________________________. The agar felt like ______________________________________________________________.

instead where there is no path and make a trail.â&#x20AC;? -- Harold R. McAlindon Directions: Think about your neighborhood and draw a picture of what you would like to change, or how you would imagine it to be.

Today I learned__________________________________________________________________ ______________________________________________________________________________. The hardest thing for me today was_________________________________________________ ______________________________________________________________________________. My favorite part of the day was_____________________________________________________ ______________________________________________________________________________. Tomorrow I will try______________________________________________________________ ______________________________________________________________________________.

Journal Entry: Day 3

â&#x20AC;&#x153;We do not learn by doing. We learn by thinking, Directions: Draw a plant or flower you saw today that describes you best.

In this circle explain how your plant or flower describes you best.

discussing, and reflecting on what we have have done.â&#x20AC;? -- Anonymous

What surprised you today?

Today I learned_________________________________________________________________ ______________________________________________________________________________. The hardest thing for me today was_________________________________________________ ______________________________________________________________________________. My favorite part of the day was_____________________________________________________ ______________________________________________________________________________. Tomorrow I will try______________________________________________________________ ______________________________________________________________________________.

Journal Entry: Day 4

â&#x20AC;&#x153;A person's true wealth is the good Directions: Demonstrate one drawing skill that you learned today.

Use this space to write about anything thatâ&#x20AC;&#x2122;s on your mind.

he or she does in the world.”

–Mohammed

If you were to create your own recycled art sculpture, what objects would you use? ____________________________________________________________________________________________________ ____________________________________________________________________________________________________

Directions: Create your own recycled art sculpture.

Today I learned__________________________________________________________________ ______________________________________________________________________________. The hardest thing for me today was_________________________________________________ ______________________________________________________________________________. My favorite part of the day was_____________________________________________________ ______________________________________________________________________________. Tomorrow I will try______________________________________________________________ ______________________________________________________________________________. Journal Entry: Day 5

mosaic â&#x20AC;&#x153;We as humans are a beautiful mos aic made up of different Directions: Design your own Japanese house.

How would your life be different if you lived in a Japanese house? ______________________________________________________________________________________________________ __________________________________________________________________________________________________ Name one thing that is similar in Japanese culture that is similar to your familyâ&#x20AC;&#x2122;s traditions. ________________________________________________________________________________________ ________________________________________________________________________________________ _____________________________________________________________________________________

beliefs, people, different belief s, different hopes, and different dreams.â&#x20AC;? -- Jimmy Carter

Today I learned__________________________________________________________________ ______________________________________________________________________________. The hardest thing for me today was__________________________________________________ ______________________________________________________________________________. My favorite part of the day was______________________________________________________ ______________________________________________________________________________. Tomorrow I will try______________________________________________________________ ______________________________________________________________________________.

Journal Entry: Day 6

â&#x20AC;&#x153;All true artists, whether they know it or not, create If you were blood what would be your favorite organ to go to, besides the heart? ____________________________________________________________________________________________________ Why?________________________________________________________________________________________________ __________________________________________________________________________________________________ Directions: Locate and label the heart and your favorite organ THEN draw the blood circulation from the heart to your favorite organ.

What are two questions you may have about the heart? ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

Challenge Yourself!! Can you name and label all the organs you know?

from a place of no-mind, from inner stillness.â&#x20AC;? â&#x20AC;&#x201C;Eckhart Tolle

The purpose of a valve (like the film canisters) is _________________________________________________ ______________________________________________________________________________________________________ _________________________________________________________________________________________________. Today I learned__________________________________________________________________ ______________________________________________________________________________. The hardest thing for me today was__________________________________________________ ______________________________________________________________________________. My favorite part of the day was______________________________________________________ ______________________________________________________________________________. Tomorrow I will try______________________________________________________________ ______________________________________________________________________________.

Journal Entry: Day 7

â&#x20AC;&#x153;It's not enough to have lived. We should Directions: Draw what you saw while examining the germ dishes under the microscope.

What surprised you most about the germ experiment? ________________________________________________________________________________ ________________________________________________________________________________ __________________________________________________________________________ Was your original guess or hypothesis of how the germs would grow correct? Explain. ________________________________________________________________________________ ________________________________________________________________________________ __________________________________________________________________________

be determined to live for something.” –Leo Buscaglia

What piece of artwork inspired you today at the art museum? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _______________________________________________________________________________________ What is one artists’ name that you remember? __________________________________________ ___________________________________________________________________________________________ Today I learned__________________________________________________________________ ______________________________________________________________________________. The hardest thing for me today was_________________________________________________ ______________________________________________________________________________. My favorite part of the day was_____________________________________________________ ______________________________________________________________________________. Tomorrow I will try______________________________________________________________ ______________________________________________________________________________. Journal Entry: Day 8

â&#x20AC;&#x153;The most beautiful thing we can experience is the Directions: Inside the magnifying glass draw the most interesting thing you saw up close today.

What did it smell like?

What did it feel like?

mysterious. It is the source of all true art and science.” --Albert --Albert Einstein

“I NEVER KNEW THAT…” Write about two things you learned today that you did not know before. ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ____________________________________________________________________________________

Today I learned__________________________________________________________________ ______________________________________________________________________________. The hardest thing for me today was_________________________________________________ ______________________________________________________________________________. My favorite part of the day was_____________________________________________________ ______________________________________________________________________________. Tomorrow I will try______________________________________________________________ ______________________________________________________________________________.

Journal Entry: Day 9

â&#x20AC;&#x153;Inspire me with love for my art and for thy creatures. Explain the culture you are learning about? ______________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ________________________________________________________________________________________________ Directions: Draw two objects you made for your archeology project and label them.

In the sufferer let me see only the human being.â&#x20AC;? --Moses -Moses Maimonides, The Physicians Oath

Use this space to write about anything thatâ&#x20AC;&#x2122;s on your mind!

Today I learned__________________________________________________________________ ______________________________________________________________________________. The hardest thing for me today was_________________________________________________ ______________________________________________________________________________. My favorite part of the day was_____________________________________________________ ______________________________________________________________________________. Tomorrow I will try_____________________________________________________________ _______________________________________________________________________________.

Journal Entry: Day 10

â&#x20AC;&#x153;True art takes note not merely of form What did you contribute to the archeology discovery? _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ ___________________________________________________________________________________________________ What artifacts suggest that the site might be old?

Which artifacts suggest the site has been recently used?

Directions: Draw one artifact that was the most incredible to you.

but also of what lies behind.â&#x20AC;?

- Mahat Mahatma ma Gandhi

Write two questions you may have about archeology!!!

Today I learned__________________________________________________________________ ______________________________________________________________________________. The hardest thing for me today was_________________________________________________ ______________________________________________________________________________. My favorite part of the day was_____________________________________________________ ______________________________________________________________________________. Tomorrow I will try______________________________________________________________ ______________________________________________________________________________.

Journal Entry: Day 11

â&#x20AC;&#x153;He, who has health, has hope; hope; and he What in nature can represent your culture? ____________________________________________________________ ____________________________________________________________________________________________________________ ________________________________________________________________________________________________________ How does it represent your culture? ______________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ Directions: Draw something that represents your culture.

--Arabian Proverb who has hope has everything.â&#x20AC;? --Arabian

Three most important things in my life areâ&#x20AC;Ś

Today I learned__________________________________________________________________ ______________________________________________________________________________. The hardest thing for me today was_________________________________________________ ______________________________________________________________________________. My favorite part of the day was_____________________________________________________ ______________________________________________________________________________. Tomorrow I will try______________________________________________________________ ______________________________________________________________________________.

Journal Entry: Day 12

ittest is the law of nature. The fittest are really the â&#x20AC;&#x153;The survival of the ffittest Directions: Draw a cartoon strip that shows a prey and predator relationship. This can be a real example of something youâ&#x20AC;&#x2122;ve seen or learned or can be made up using your imagination.

strong, but are the ones that can accept change to exist in their environment.â&#x20AC;?

--Paulo --Paulo Coelho What inspires you?

What are your passions and dreams?

Today I learned________________________________________________________________ ______________________________________________________________________________. The hardest thing for me today was_________________________________________________ ______________________________________________________________________________. My favorite part of the day was_____________________________________________________ ______________________________________________________________________________. Tomorrow I will try______________________________________________________________ ______________________________________________________________________________.

Journal Entry: Day 13

â&#x20AC;&#x153;Learn to relax. Your body is precious, as it houses your Directions: Draw a landscape of the creek including animals and inhabitants you observed.

mind and spirit. Inner peace begins with a relaxed body.â&#x20AC;? --Norman --Norman Vincent Peale What was the most exciting creature you saw in the forest?

What did you smell?

What sounds did you hear?

What did you feel?

Today I learned________________________________________________________________ ______________________________________________________________________________. The hardest thing for me today was_________________________________________________ ______________________________________________________________________________. My favorite part of the day was_____________________________________________________ ______________________________________________________________________________. Tomorrow I will try______________________________________________________________ ______________________________________________________________________________.

Journal Entry: Day 14

â&#x20AC;&#x153;While we may not be able to control all that happens Directions: Draw you and two camp friends, one friend who has the same interests and one who you donâ&#x20AC;&#x2122;t know that well but has different interests you would like to learn more about.

Compromise means___________________________________________________________ _____________________________________________________________________________

A FRIEND is ____________________________________________________ _______________________________________________________________

to us we can control what happens inside us.” -- Ben Franklin people What are two ways you can get along better with pe ople that are different than you? __________________________________________________________ _____________ _______________________________________________ ___________ ______________________________________________________ _________________________________ ________________________________ ______________________ ___________ ______________________________________________________________ ____________________________ ____________________________________ __________________________

by… … I can help others by

to… … I can ask for help to

Today I learned________________________________________________________________ ______________________________________________________________________________. The hardest thing for me today was_________________________________________________ ______________________________________________________________________________. My favorite part of the day was_____________________________________________________ ______________________________________________________________________________. Tomorrow I will try______________________________________________________________ ______________________________________________________________________________.

Journal Entry: Day 15

“Life is a journey that must be traveled no matter how bad the roads and accommodations.” – Oliver Goldsmith Reflect on your camp experience over the past

3 weeks.

Create your personal journey from the beginning to the end using a form of Artistic

Expression (art, poetry, movement, create song lyrics, or create a drumming beat). This afternoon you will have a chance to share your personal journey with Artology! You can choose to share or not to share.

“Art is created for the sake of realization, not for amusement: for transfiguration, not for the sake of play. It is the quest of our self that drives us along the eternal and never--ending journey we must all make.” never –Max Beckmann 88

What have you learned about yourself during the past 3 weeks? _________________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________. My strengths are _________________________________________________________________ ________________________________________________________________________________ _______________________________________________________________________________. Areas I need to improve are ________________________________________________________ _________________________________________________________________________________ ______________________________________________________________________________. How can you develop these areas of improvement in the future? _________________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________. My biggest accomplishment during camp was ________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _____________________________________________________________________________.

“For the warrior, there is no "better" or "worse"; everyone has the necessary gifts for his particular path.” --Paulo Coelho “The artist is nothing without the gift, but the gift is nothing without work.” - Emile Zola “Thank you for the tragedy. I need it for my art.” --Kurt Cobain

“The only real nation is humanity.” – Anonymous

Field Trips: Fairmount Park – Forbidden Dr. (Lincoln Dr/ Rittenhouse Town Entrance) Cost: Free Self Guided Lessons: •

Introduction to Nature

•

Andy Goldworthy

• Learning to See Photo/Video Reflection Notes: Great for Free exploration, Access to creek. Wide safe road or more difficult trails available Morris Arboretum. (Northwestern Ave) Cost: Minimum of 10 people

Students $5.00

Chaperones $7.00*

*All groups must bring one chaperone to accompany every ten students (through grade 12). These chaperones will NOT be charged. Any additional chaperones above the required number will be charged the amount above.

Self Guided Lessons: •

Botanical Drawing

• Adaptations Notes: Staff can be a little “stuffy”. Nice eating area with tables. Great out door classroom…. Beautiful gardens with everything from traditional roses to exotic flowers. Japanese House and Garden – Horticulture Center. (Montegomery Dr.) Cost: Guided Lessons: •

Botanical Drawing

• Haiku Notes: When asking for a guided tour set a maximum time frame of 30 minutes per group. Mutter Museum. (Downtown) Cost: Free Guided Lessons: •

Heart Lesson Continued

• Drawing Notes: Focus on basic oddity tour and free sketching not specific lessons from the museum guides.

Philadelphia Museum of Art. Cost: Free (witih permission from Outreach department) Guided – Self Guided Lessons: •

Mandala

Notes: This is easiest if teaching staff creates lessons and teaches it, but asks the museum (Esperanza Altemar) for class space usage. Bartrams Garden Cost: Free Self Guided Lessons: •

Shadow Contours

•

Water Testing - Pollution

Notes: Wissihickon Environmental Center Cost: $4 per person; 2 group leaders free per class. (minimum charge is $40.) $40 deposit

Guided Lessons: •

Ecosystems – Forrest and Creek / Watershed

Notes: Great staff and can be trusted to teach students. Others: Forbidden Dr. – Valley Green Inn or Belmont Ave Awbury Arboretum La Salle Art Museum Lucien Crump Gallery Esther Klein Gallery – West Philadelphia Storm King Sulpture Garden in New York The Schuylkill Center fpr Environmental Education A City recycling center Fabric Workshop Museum Institute of Contemporary Art Woodmere Art Museum Moore Art Galleries Pennsylvania Academy of the Fine Arts Wagner Free Institute of Science Academy of Natural Sciences Archaeology & Anthropology, Museum of Franklin Institute Science Museum & Fels Planetarium

Art Show Guidelines: 1. Create show promotions at the beginning of the summer and complete press releases to announce the show opening. (a 2 week- 4 week show is great) 2. Invite board members, funders, community leaders etc. 3. Secure food donations for the art show reception. 4. Choose and locate a professional gallery (as early as possible) that would be willing to donate space and is in an area that is accessible to students and their families. 5. Art show opening is best planned for about a week after the close of camp. It will still be fresh on students’ minds but will give time for staff to gather and prepare artwork and install the show. a. If possible get several student leaders involved in the show installation. 6. Have a team of workers and artists to CAREFULLY and professionally hang the show. Final lighting is key a. Write descriptions for each piece and professionally display (see examples below) b. Create a price list and decide how the funds will be used if received (a scholarship fund for next year? A savings bond for individual students?) 7. Have a space for a projected slide show of images from the camp for students and families to view 8. Prepare a presentation: a. Have students perform drumming/dance and poetry (have students practice) b. Have students talk about the work (choose and prepare ahead of time) c. Present certificates and special awards… If time try to uniquely acknowledge each student. d. Honor staff (van drivers, interns, student leaders etc.) 9. Talk to parents and guardians!! Build relationships 10. Collect surveys and conduct video interviews of parents and students reflecting on their experiences.

Art Show Sample Statements: Reclaimed Inspired by the works of Kimio Tsuchiya, a Japanese sculptor, this work was created using pieces of reclaimed or recycled wood. This wood was first used in homes, on porches, and for remodeling projects. It was then discarded and left to be reclaimed by our Artologists. Like Tsuchiya’s work, our pyramid is intricately pieced together much like a puzzle. The wood is left in its natural/found state which gives it a rough or raw finish. As our students learned, “Wabi Sabi” in Japanese refers to an aesthetic or philosophy meaning imperfect, incomplete and impermanent.

ReUse! At Artology, we learned the “R’s” of environmental responsibility: Reduce, Reuse, Recycle. Much like our “Reclaimed Wood,” these bottles are living a second life as artwork. We examined the works of artists like Trashformaciones, Chakaia Booker, and Willie Cole who used everything from old sinks to old tires as well as shoes to re-create beautiful works of art. These artists do not need expensive art materials: they often use what they find in their surroundings, often right where they live. We also learned that anytime we reuse objects in artwork, the objects’ history becomes a part of the piece. Many people have drank water from these bottles; perhaps while reading a book, working hard fixing a car, or socializing at a party.

Mandala The term “Mandala” is a Sanskrit word meaning “circle” or “completion”. In Buddhism as well as in various other traditions, it has come to mean eternity and is also a representation of one’s inner world. Guided by visiting artist Cecilia Dougherty, our students toured the Philadelphia Art Museum and examined Mandela forms and centric patterns. Afterwards, Cecilia instructed the children to sketch natural objects with centric patterns such as oranges, tomatoes, cucumbers, and flowers. Then they began a new piece of work, with involved a simple circle. The circle was then manipulated and designed to their individual liking. The circles are the starting point for all the Mandala’s, although each one is as unique as our students are!

Centric Sketching In preparation for our “Mandala” pieces, our Artologists spent time observing and sketching natural objects with centric patterns. It is not very often that we take the time to give our undivided attention and fully admire the common things around us. Here, our students found symmetry and beauty in the seeds of tomatoes as well as the intricate sections of the orange or pineapple.

Botanical Illustration These sketches are straight from our Artologists’ drawing boards. Visiting Artist, Leah Samuelson, taught our students basic drawing skills and the foundational skill of observation. Learning how to see accurately and noticing details is one of the primary skills in both art and science. We learned the difference between serate and entire leaves as well as distinguishing between opposite and alternating leaf patterns.

Botanical Panels For this work, our students took their botanical illustrations and manipulated them into centric patterns by rotating them on one center point and then tracing their outlines. Similar to newly designed snowflakes, they gracefully glide down the panels. Not only does the tracing paper create beautifully transparent and overlapping qualities, it also mimics the fragility and delicateness of our subject material: leaves, petals, and seeds.

Shadows In Artology, our students learned that contour is the outline or the outer most edge of an object. While at Bartram’s Garden, we used our drawing boards to capture the basic shape and contours of shadows being projected on the ground by light, limbs, as well as leaves. For an afternoon, we became shadow hunters. Back at the studio, we chose two different colors to represent the two shadows we had captured. We then experimented with “wet on wet” watercolor technique.

Contour Mountains Similar to contours in art (see our “Shadow” watercolors); contours in Geology represent the outer shape or lines made by “slicing” the land into elevation increments. Our Artologists created their own mountains with modeling clay and then sliced them in increments of 1 cm to represent the change in elevation. With each slice they traced the individual outlines onto their boards. Then they painted the lines by using saturated color for the outer line and then adding a stronger tint (white) for each inner line.

A Closer Look While continuing to explore photography, we visited Cliveden Park to do a digital photography project. While at the Park, the children were instructed to find something that they found intriguing in nature. After this object was located, our Artologists took a series of pictures with digital cameras. Three pictures were taken with a decreasing distance for each shot. This activity encouraged the children to increase their observational skills. With each closer shot, they captured the remarkable differences and beauty that was found in their object of interest.

Discovery BeLow This year visiting artist Pedro Ospina brought archaeology to our students. After studying indigenous traditions and cultures, Artology students were divided into two groups and created their own artifacts. These artifacts included baskets, dolls, tools, and weapons. Each group of students then arranged a scene and buried these items for the other group to discover. After the scene was unveiled through a group dig, the students were encouraged to think about what story the other group was trying to tell through the arrangement of their artifacts.

Assessment: Name:____________________________

Date:_________________

Pre-Test: Artology This is an assessment test for educational purposes to evaluate what and how students are learning in this program. The individual results are confidential and will not be distributed. Thank you for your help!

Please circle the answer that best describes how you feel. Knowledge/Experience Scale:

1. I consider myself a scientist. Strongly agree

Agree a little

No Opinion

Disagree a little

Strongly disagree

No Opinion

Disagree a little

Strongly disagree

Disagree a little

Strongly disagree

2. I consider myself an artist. Strongly agree

Agree a little

3. I know how to use a microscope. Strongly agree

Agree a little

No Opinion

4. Washing your hands is the most important thing you can do to keep from getting sick or spreading germs to others. Strongly agree

Agree a little

No Opinion

Disagree a little

Strongly disagree

Disagree a little

Strongly disagree

5. What I do has an impact on the environment Strongly agree

Agree a little

No Opinion

6. Philadelphia has lots of green parks and I know where they are. Strongly agree

Agree a little

No Opinion

Disagree a little

Strongly disagree

7. I know what an arboretum is.

Strongly agree

Agree a little

No Opinion

Disagree a little

Strongly disagree

No Opinion

Disagree a little

Strongly disagree

Disagree a little

Strongly disagree

8. I can use a camera Strongly agree

Agree a little

9. Trash can be recycled by making it into art. Strongly agree

Agree a little

No Opinion

10. I can successfully write a haiku poem according to its syllable rules. Strongly agree

Agree a little

No Opinion

Disagree a little

Strongly disagree

11. When I see trash on the street I should: ________________________________________________ 12. Pollution and the dirty environment affects my Family and I Strongly agree

Agree a little

No Opinion

Disagree a little

Strongly disagree

Agree a little

No Opinion

Disagree a little

Strongly disagree

Agree a little

No Opinion

Disagree a little

Strongly disagree

13. I know a lot about Art Strongly agree 14. I am creative Strongly agree

15. What is an owl pellet? a. something used to hunt owls b. bones, fur, and claws that an owl spits up after it eats c. an owl egg d. an owl baby e. candy f. a tool 16. A tool that doctors use to listen to someoneâ&#x20AC;&#x2122;s heartbeat is called a: a. Djembe b. Stethoscope c. Microscope d. Megaphone e. Stereoscope f. Veins

17. What are the three sounds a Djembe makes?: 1. _____________________ 2. _____________________ 3. _____________________ 18. Describe an example of plant adaptation: _____________________________________________________________________

19. Please circle as many things that you can that are found in a creek ecosystem. Circle more than one! a. crayfish b. stream bed c. aquatic insects d. shark e. fish f. eel 20. Which of the following ARE found in a forest ecosystem? Circle more than one! a. tree canopy b. birds c. polar bear d. fox e. fish f. turtles 21. The tradition of haiku poems comes from which culture: a. Korean b. African c. Japanese d. Brazilian e. American f. Mexican 22. Sculpture is: a. always round b. one-dimensional c. two-dimensional d. three-dimensional e. always hollow 23. What does contour mean in art? a. the inner soul of an object b. the bottom surface of an object c. the outer edge of an object 24. Which pencil is the softest (darkest) ? a. HB b. 2B c. 2H

d. 4B

25. Circle all that are included in the 7 basic elements of art. Circle more than one! a. line f. color b. shape h. taste c. form i. space e. gesture j. flat h. value k. texture 26. Who of the following are famous sculptors? (circle more than one) a. Jayson Taylor b. Andy Goldsworthy c. Chakaia Booker d. James Dupree e. Willie Cole

Social Skills Scale: 27. It is easy for me to make new friends. Strongly agree

Agree a little

No Opinion

Disagree a little

Strongly disagree

28. It is easy for me to ask my friends for help when I need to. Strongly agree

29.

Strongly disagree

Agree a little

No Opinion

Disagree a little

Strongly disagree

Agree a little

No Opinion

Disagree a little

Strongly disagree

I can lead a group of my peers (people about my same age)

Strongly agree

32.

Disagree a little

I feel like I belong to a supportive group

Strongly agree

31.

No Opinion

What I do affects other peoplesâ&#x20AC;&#x2122; lives.

Strongly agree

30.

Agree a little

No Opinion

Disagree a little

Strongly disagree

I like to express my own ideas, even when theyâ&#x20AC;&#x2122;re different from my friends.

Strongly agree

Agree a little

No Opinion

Disagree a little

Strongly disagree

33. How hard or easy is it for you to get along with other people? Very easy

A bit easy

A bit hard

Very hard 99

34. During the past 30 days, how many times did you see a friend do something that was bad for them? 0 times

1 to 2 times

3 to 4 times

5 to 6 times

7 or more times

35. During the past 30 days, how many times have you tried to stop a friend from doing something that was bad for them? 0 times

1 to 2 times

3 to 4 times

5 to 6 times

7 or more times

Self Awareness 1. List 5 of your strength/talents (the things you are really good at): 1. __________________________________________ 2. __________________________________________ 3. __________________________________________ 4. __________________________________________ 5. __________________________________________

2. List 2 of your weaknesses/challenges (the things you need to improve): 1. __________________________________________ 2. __________________________________________

Name:____________________________

Date:_________________

Post-Test: Artology This is an assessment test for educational purposes to evaluate what and how students are learning in this program. The individual results are confidential and will not be distributed. Thank you for your help!

Please circle the answer that best describes how you feel. Knowledge/Experience Scale:

1. I consider myself a scientist. Strongly agree

Agree a little

No Opinion

Disagree a little

Strongly disagree

No Opinion

Disagree a little

Strongly disagree

Disagree a little

Strongly disagree

2. I consider myself an artist. Strongly agree

Agree a little

3. I know how to use a microscope. Strongly agree

Agree a little

No Opinion

4. Washing your hands is the most important thing you can do to keep from getting sick or spreading germs to others. Strongly agree

Agree a little

No Opinion

Disagree a little

Strongly disagree

Disagree a little

Strongly disagree

5. What I do has an impact on the environment Strongly agree

Agree a little

No Opinion

6. Philadelphia has lots of green parks and I know where they are. Strongly agree

Agree a little

No Opinion

Disagree a little

Strongly disagree

No Opinion

Disagree a little

Strongly disagree

No Opinion

Disagree a little

Strongly disagree

7. I know what an arboretum is. Strongly agree

Agree a little

8. I can use a camera Strongly agree

Agree a little

9. Trash can be recycled by making it into art. Strongly agree

Agree a little

No Opinion

Disagree a little

Strongly disagree

10. I can successfully write a haiku poem according to its syllable rules. Strongly agree

Agree a little

No Opinion

Disagree a little

Strongly disagree

11. When I see trash on the street I should: ________________________________________________ 12. Pollution and the dirty environment affects my Family and I Strongly agree

Agree a little

No Opinion

Disagree a little

Strongly disagree

Agree a little

No Opinion

Disagree a little

Strongly disagree

Agree a little

No Opinion

Disagree a little

Strongly disagree

13. I know a lot about Art Strongly agree 14. I am creative Strongly agree

26. Who of the following are famous sculptors? (circle more than one) a. Jayson Taylor b. Andy Goldsworthy c. Chakaia Booker d. James Dupree e. Willie Cole

Social Skills Scale: 27. It is easy for me to make new friends. Strongly agree

Agree a little

No Opinion

Disagree a little

Strongly disagree

28. It is easy for me to ask my friends for help when I need to. Strongly agree

29.

Strongly disagree

Agree a little

No Opinion

Disagree a little

Strongly disagree

Agree a little

No Opinion

Disagree a little

Strongly disagree

I can lead a group of my peers (people about my same age)

Strongly agree

32.

Disagree a little

I feel like I belong to a supportive group

Strongly agree

31.

No Opinion

What I do affects other peoplesâ&#x20AC;&#x2122; lives.

Strongly agree

30.

Agree a little

No Opinion

Disagree a little

Strongly disagree

I like to express my own ideas, even when theyâ&#x20AC;&#x2122;re different from my friends.

Strongly agree

Agree a little

No Opinion

Disagree a little

Strongly disagree

33. How hard or easy is it for you to get along with other people? Very easy

A bit easy

A bit hard

Very hard

34. During the past 30 days, how many times did you see a friend do something that was bad for them? 0 times

1 to 2 times

3 to 4 times

5 to 6 times

7 or more times

35. During the past 30 days, how many times have you tried to stop a friend

from doing something that was bad for them? 0 times

1 to 2 times

3 to 4 times

5 to 6 times

7 or more times

Disagree a little

Strongly disagree

Drumming and dance: What I liked most about dance circle was:

What I liked most about drumming circle was:

Using music has helped me to:

I was afraid to be a leader. Strongly agree

Agree a little

No Opinion

I felt more comfortable drumming when everyone else was drumming. Strongly agree

Agree a little

No Opinion

Disagree a little

Strongly disagree

Disagree a little

Strongly disagree

I felt more comfortable drumming by myself Strongly agree

Agree a little

No Opinion

2. List 2 of your weaknesses/challenges (the things you need to improve): 1. __________________________________________ 2. __________________________________________