Lesson 1:  Gesture Drawing
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understandings: People and cultures communicate through visual arts.  Visual arts inform us about our culture, history and society. 
Essential Question: How do artists tell about culture and history through images?
Assessment: Second Grade Grading RUBRIC
Materials:  sketchbook, pencil, found object for drawing ritual,  vine charcoal or conte crayon, newsprint
Vocabulary:  gesture drawing, proportion, figure

Activities

1. "Let the poses of the people and the parts of their bodies be so disposed that they display the intent of their minds."
   ~Leonardo da Vinci
   Warm up with a 5 minute Drawing Ritual in your sketchbook-  Art Rituals in the Classroom
   Choose an object to place in front of you. Pretend an ant is sitting on the top of the object.  Draw the object in the air: use your finger to follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant sitting on top of the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Look down at your paper ONLY to reposition your pencil.  Refer to the VALUE SCALE that you completed in your sketchbook.  Add VALUES to your drawing beginning with black or #5.  It is easiest to see the darkest value when you SQUINT at your object.  Then add you middle value.   Put the date in your sketchbook.
2. GESTURE is a movement of the body or limbs that  expresses an idea or attitude.  GESTURE DRAWING is a quick drawing of the human figure expressing a position and mood.  We will be gesture drawing in your sketchbooks today.  This will be our introduction to our next Kenya activity.
3. Follow the Gesture Drawing Dance Lesson.  Unlike contour drawing, gesture drawing does not start with an outline.  It starts from the center (the core) and moves out to all the joints, the extremities, emphasizing movement and action as it rapidly colors in the figure. Gesture drawing is the opposite of slow and careful contour drawing.  Gesture drawing is from observation, but it is done very fast--not slow and deliberate as contour drawing needs.  Use a soft stick of charcoal or conte crayon on newsprint.   Have someone model a pose on a table-bend at the waist, stretch out an arm and a leg so the class can draw the gesture. This lesson is lots of fun!
4. You can try some stick figures in charcoal as well.  Look at this Figure Drawing Basics Website.   Use another student model. It may be easier to see elbow and knee joints if you tape the model's elbows, knees, wrists and ankles with colored tape.  For a more sophisticated stick figure-add a line across the shoulders and a line across the hips   Use elbow and knee joints.   Don't worry about perfection!
5. You may draw a few gesture drawings on one page in the sketchbook to save paper.  You do not need to erase, just lightly draw the lines until you "find" where the line should go, then darken it.  TIP:  Slightly curvy lines are more human than straight lines.  Have fun!
6. Demonstrate The 3 basic solids from the webpage on the board.  Use them in your stick figure.  After some practice, have someone pose on a table. 
7. To draw a figure with proper body PROPORTIONS, artists often use the head width and length as a guide.  Use this webpage of Body Proportions.
8. Look at Vitruvian Man by Leonardo da Vinci from the Body Proportions Website.  The drawing is based on a model of ideal proportions established by the ancient Roman Vitruvius.

Differentiation
Support: 
Extension:  

Lesson 2:   Kenyan Figurines-Bodies in Proportion (Part 1)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understandings: People and cultures communicate through visual arts.  Visual arts inform us about our culture, history and society. 
Essential Question: How do artists tell about culture and history through images?
Assessment: Second Grade Grading RUBRIC
Materials:  sketchbook and pencil, small found object for drawing ritual, Kenyan resources to look at (including people and clothing), 11"x17" photocopies of standing "balloon person" approx. 15" tall (look at a Balloon Person from the Ellis Wilson Website  and draw one to photocopy for your students, precut sections of colored wire (about 12"-15" for easy handling, small fabric scraps in various colors, 4"x4" squares cardboard or posterboard, hot glue, scissors 
Vocabulary:  figure(a bodily form), figurine(a small statuette), proportion (a proper relation between body parts), balance

Activities

1. Warm up with a 5 minute Drawing Ritual in your sketchbook-  Art Rituals in the Classroom
   Choose an object to place in front of you. Pretend an ant is sitting on the top of the object.  Draw the object in the air: use your finger to follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant sitting on top of the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Look down at your paper ONLY to reposition your pencil.  Refer to the VALUE SCALE that you completed in your sketchbook.  Add VALUES to your drawing beginning with black or #5.  It is easiest to see the darkest value when you SQUINT at your object.  Then add you middle value.   Put the date in your sketchbook.
2. Try more gesture drawings. Follow the Gesture Drawing Dance Lesson.  This will help you when you form your figurine in wire.
3. Look at this Educational Website  under "Other Lessons and Resources" then "Kenyan Art Figurines" lesson. TIP: This lesson is geared for 4th graders but is easily transferred to 2nd grade.  The figurines in this lesson are depicted as stick figures, but you may create your figurine with wire like a gesture if you prefer.
   An adult will demonstrate how to handle the wire and how to attach and twist new wire onto the figurine.  You can form the wire like a gesture drawing, bending and twisting and shaping the wire to form a body with proper length and width. Where do you want to begin?  At the torso?  The head?  There is no wrong!  Continue to form the body, Don't worry, just do the best you can. When you run out of wire, use another piece and  twist the wire to attach it to the body. 
4. As you are forming your body, ask yourself if your figurine has proper body proportions. Use this webpage of Body Proportions    to look over if you need to.
5. Put your name on a piece of cardboard.  The teacher will hot glue the feet of your person onto your  piece of cardboard.  The figure needs to be BALANCED on the cardboard to keep it upright. 
6. You are now finished your wire body in proportion!  Great job! Put these away for next art class.
7. Collect any wire that can be saved and put it into the wire box for another time.  Throw away any tiny wire that cannot be used.

Differentiation
Support: 
Extension: Balloon Person from the Ellis Wilson Website

Lesson 3:  Kenyan Figurines (Part 2)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials.  Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art.  Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understandings: People and cultures communicate through visual arts.  Visual arts inform us about our culture, history and society. 
Essential Question: How do artists tell about culture and history through images?
Assessment: Second Grade Grading RUBRIC
Materials:  sketchbook and pencil, small found object for drawing ritual, Kenyan resources to look at (including people and clothing), 11"x17" photocopies of standing "balloon person" approx. 15" tall (look at a  and draw one to photocopy for your students, precut sections of colored wire (about 12"-15" for easy handling, small fabric scraps in various colors and patterns,  4"x4" squares cardboard or posterboard, hot glue, tacky or fabric glue, scissors 
Vocabulary:  figure, figurine, proportion, balance 

Activities

1. Warm up with a 5 minute Drawing Ritual in your sketchbook-  Art Rituals in the Classroom
   Choose an object to place in front of you. Pretend an ant is sitting on the top of the object.  Draw the object in the air: use your finger to follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant sitting on top of the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Look down at your paper ONLY to reposition your pencil.  Refer to the VALUE SCALE that you completed in your sketchbook.  Add VALUES to your drawing beginning with black or #5.  It is easiest to see the darkest value when you SQUINT at your object.  Then add you middle value.   Put the date in your sketchbook.
2. Finish the wire figurine if you need to.  Your teacher will hot glue it onto a piece of cardboard with your name on it.
3. Now for the clothing.  Take a look at the ABC Book of Kenya, Africa . 
   Here are Photos of the People and Tribes of Kenya. Look at the wonderful clothing and jewelry that the men and women wear. The women and sometimes men of certain tribes wear kangas that are wrapped around the body. What kinds of colors are the kangas?  Do you see patterns?  How does this style of clothing differ from ours?
4. You can move the arms and body of the figurine to show an action. Keep it BALANCED so it doesn't tip to one side. Choose  two scraps of cloth. You may add patterns or more colors with markers to your cloth if you'd like. Wrap one around the body of  your figurine and glue it down with tacky glue. Wrap the other around the shoulders and glue.  Would you like to add a head scarf?  What else would you like to add?
5. You are finished your Kenyan Figurine!

Differentiation
Support: 
Extension: Balloon Person from the Ellis Wilson Website

Lesson 4:  Making a Kanga-Printmaking (Part 1)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understandings: People and cultures communicate through visual arts.  Visual arts inform us about our culture, history and society. 
Essential Question: How do artists tell about culture and history through images?
Assessment: Second Grade Grading RUBRIC
Materials:  sketchbook, pencil, small found object for drawing ritual, 4"x4"cardboard for the base of the plate, 4"x4" tagboard to cut and glue onto the base
Vocabulary:  collagraph, kanga

Activities

1. Warm up with a 5 minute Drawing Ritual in your sketchbook-  Art Rituals in the Classroom
   Choose an object to place in front of you. Pretend an ant is sitting on the top of the object.  Draw the object in the air: use your finger to follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant sitting on top of the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Look down at your paper ONLY to reposition your pencil.  Refer to the VALUE SCALE that you completed in your sketchbook.  Add VALUES to your drawing beginning with black or #5.  It is easiest to see the darkest value when you SQUINT at your object.  Then add you middle value.   Put the date in your sketchbook.
2. This lesson will be a block design using cardboard (collagraph), ink and brayers.  . 
3. Look at Kanga USA   to view Kanga styles and sayings and how they are wrapped around the body.
4. Early this century, Swahili sayings were added to kangas. Supposedly this fashion was started by a locally famous trader in Mombasa, known as "Abdulla". His many kanga designs often included a proverb. At first, the sayings, aphorisms or slogans were printed in Arabic script, later in Roman letters. Many of them have the added charm (or frustration!) of being obscure or ambiguous in their meaning. If you find a motto that you can't figure out, ask several different Swahili speakers. You will get an equal number of different explanations!
5. New kanga designs keep appearing in great variety: - simple or intricate abstract patterns; homely themes such as chickens, crops, babies and fertility; pictures of famous attractions like mountains, monuments and wildlife; even pop stars! There are noticeable regional differences. For example, most of the kangas with mottos are made in Kenya, while those commemorating social or political events are more common in Tanzania.
6. Let's view some Kanga Styles. Click your favorite Kanga and you will view a larger image and the motto on the kanga. Describe your favorite.  Are there patterns?  What does it look like?  Let's design our own kanga in our sketchbook.  Turn your sketchbook horizontally and draw a 1 inch "fence" along the inside of the page. Some typical kanga sayings are listed  Pick a saying from one of the kangas or think of one yourself. Write the saying above the bottom fence line.
7. You need ONE simple design that will be placed in the middle of your kanga to help describe your saying. 
   What will the picture be?  Draw a smaller square in the middle of your page and draw a SIMPLE picture inside the square. 
   TIP: This picture should be so simple it could be drawn with one outline and simple detail inside. Is it an animal or insect?  Is it a shape?  If using a shape, more than one shape can be used.  A building?  A flag?
8. Here is a Printmaking Lesson.  Use plan #043
9. Use a piece of 4"x4" cardboard. Write your name on the back of the cardboard.  Draw your simple design on the 4"x4" tagboard.  Cut it out and glue it onto the cardboard. You can add simple lines on top of your tagboard with your glue bottle but keep it simple!! Put this away to dry for the next class.
10. Clean Up:  Throw away all scraps and look under your chair as well.  Wipe and close the glue bottle and put it  away.
11. We will print our collagraphs next time.

Differentiation
Support:  Instead of using cardboard to make a print, the child may carve into a potato using a spoon or plastic knife and add marks with a fork. Dip into tempera paint or paint the potato with tempera and a brush.
Extension: You may use potatoes and tempera paints if you desire. They may draw simple shapes and lines that can be easily carved into the potato.  Letters can be used but they must be carved backwards to create a proper print.  Use plastic spoons, forks, knives to carve.  Pencils may be used to create lines and letters. 
You may also create 2 collagraphs to print using two potatoes:  one for the center, and one for the border design .

Lesson 5:  Making a Kanga-Printmaking (Part 2)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understandings: People and cultures communicate through visual arts.  Visual arts inform us about our culture, history and society. 
Essential Question: How do artists tell about culture and history through images?
Assessment: Second Grade Grading RUBRIC
Materials:  sketchbook, pencil, small found object for drawing ritual, 4"x4"cardboard for the base of the plate, 4"x4" cardstock to cut and glue onto the base, 18"x24" light colored or white paper OR cloth with a 4" width fence drawn inside the edges with a black permanent marker, black ink, brayer, tray, newspaper, paper towels
Vocabulary:  collagraph, kanga 

Activities

1. Warm up with a 5 minute Drawing Ritual in your sketchbook-  Art Rituals in the Classroom
   Choose an object to place in front of you. Pretend an ant is sitting on the top of the object.  Draw the object in the air: use your finger to follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant sitting on top of the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Look down at your paper ONLY to reposition your pencil.  Refer to the VALUE SCALE that you completed in your sketchbook.  Add VALUES to your drawing beginning with black or #5.  It is easiest to see the darkest value when you SQUINT at your object.  Then add you middle value.   Put the date in your sketchbook.
2. Demonstrate the printing technique.  You need: newspaper on the table, the large white kanga paper or cloth, collagraph on top of a scrap paper, tray with a line of ink and a brayer, damp paper towel to wipe dirty fingers, more scrap paper when rubbing the collagraph on the paper or cloth.  To roll the ink look at this Printing Help website if you need to.  After rolling the ink onto the collagraph, put the brayer upside down near the tray, pick up the corners of the collagraph and place it ink side down onto the middle of your printing paper or cloth. Cover the collagraph with a clean scrap paper and rub.  If your fingers are dirty wipe them on a damp paper towel. Remove the scrap paper and the collagraph from the print paper.  The Collagraph should be placed in its original position for the next print and the scrap paper should be put  in a pile to dry and used for scrap at a later date.  Wipe fingers with the damp paper towel and begin the process again for the second print.  Keep your area CLEAN! 
3. Print along the borders as well.  You may print in the corners an not along the edges if you'd like.
4. You may switch collagraphs with a friend and continue printing if you'd like.
5. Clean Up:  Put your paper or cloth in a designated place to dry.  Throw away all dirty newspapers and paper towels.  To clean the brayer:  roll it onto damp paper towels in one direction, then wipe clean with a fresh paper towel. Wash your tray in the sink and dry.
   TIP:  You may want the children to place their trays in a bucket of water to wash for later.
6. Color will be added to the kangas next time.

Differentiation
Support:  Instead of using cardboard to make a print, the child may carve into a potato using a spoon or plastic knife and add marks with a fork. Dip into tempera paint or paint the potato with tempera and a brush.
Extension:  

Lesson 6:  Finishing the Kanga (Part 3)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understandings: People and cultures communicate through visual arts.  Visual arts inform us about our culture, history and society. 
Essential Question: How do artists tell about culture and history through images?
Assessment: Second Grade Grading RUBRIC
Materials:  sketchbook, pencil, small found object for drawing ritual, watercolors, water containers, large and small brushes, newspaper, paper towels
Vocabulary:  collagraph, kanga  

Activities

1. Warm up with a 5 minute Drawing Ritual in your sketchbook-  Art Rituals in the Classroom
   Choose an object to place in front of you. Pretend an ant is sitting on the top of the object.  Draw the object in the air: use your finger to follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant sitting on top of the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Look down at your paper ONLY to reposition your pencil.  Refer to the VALUE SCALE that you completed in your sketchbook.  Add VALUES to your drawing beginning with black or #5.  It is easiest to see the darkest value when you SQUINT at your object.  Then add you middle value.   Put the date in your sketchbook.

2. The printing is finished. Now to add the motto or saying.  Position the kanga horizontally.  The motto is to be written above the lower border line. You may lightly write with a pencil, then go over the letters with a permanent marker.

3. Use watercolors. Use large brushes for the large areas and smaller brushes for the smaller areas. Paint in between and around your prints carefully. Do not paint on top of the printed areas-it may smear.  Be careful!  When switching colors, wipe the brush with a paper towel first, then rinse.  This keeps the water clean.

Differentiation
Support: 
Extension:  

Lesson 7:  Complimentary Paper Animal Masks
Duration:  2 class periods
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art.  Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understandings: People and cultures communicate through visual arts.  Visual arts inform us about our culture, history and society. 
Essential Question: How do artists tell about culture and history through images?
Assessment: Second Grade Grading RUBRIC
Materials:  sketchbook, pencil, small found object for drawing ritual, two 12"x18" and 9"x12" (or smaller) complimentary colors for each student, scissors, glue sticks, Kenyan animal references, color wheel
Vocabulary: complimentary colors 

Activities

1. Warm up with a 5 minute Drawing Ritual in your sketchbook-  Art Rituals in the Classroom
   Choose an object to place in front of you. Pretend an ant is sitting on the top of the object.  Draw the object in the air: use your finger to follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant sitting on top of the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Look down at your paper ONLY to reposition your pencil.  Refer to the VALUE SCALE that you completed in your sketchbook.  Add VALUES to your drawing beginning with black or #5.  It is easiest to see the darkest value when you SQUINT at your object.  Then add you middle value.   Put the date in your sketchbook.
2. Look at Animals From Kenya photos.  Here are examples of four Wooden Animal Masks from Kenya .  Notice the basic shape of the heads and ears.  Look at the markings on the faces.  Are they symmetrical?
   You will design an animal mask using paper.  We will use two complimentary or opposite colors.  Remember what they are from our last unit? Give examples from the color wheel. They are red/green, blue/orange, yellow/purple.  Complimentary colors tend to vibrate the eye when placed next to each other.
3. Choose an animal that lives in Kenya.  You may look at additional resources. What did you choose?  What is the general shape of the face?  Is it long and thin, short and squat...?
4. Choose two 12x18 complimentary colors.  Lay them on top of each other and fold them in half lengthwise. Press hard along the crease. Keep them folded and draw a half of an animal head shape from the fold.  Do not draw the ear shape or whiskers-we will work on this later.  A giraffe or lion will use much of the length of the paper, while a monkey head may not.
5. Keep the two papers folded together and cut out the "half" head shape.  Open your papers and see if you need to cut more. Fold them again and cut.  Do not make your head shape too small.
6. Open up your papers to view the entire head shape  Choose ONE paper and cut along the folded line.
   Glue this half onto one side of the whole animal head. You will end with an animal head with two complimentary colors.  They should be symmetrical.
   TIP:  IF you would like to have both eyes cut out as well, draw an eye shape on one side of your mask. Draw a LINE from the inside corner of the eye to the middle line.  Fold the mask along the center line. Cut the line that begins at the fold and follow it to the eye shape. Cut out the eye.  When the mask is opened the eyes should be symmetrical.  You may want to save the two eye scraps to add to the mask later.
7. Now to add ear shapes:  If your scraps are too small use two 9x12 complimentary colored papers for your shapes.  Keep the papers together and draw an ear shape on one side of the paper so as not to waste it.  Make sure the shape is large enough.  Cut both papers out carefully. On the large opposite head shape, glue  one ear down on it's complimentary color.  Glue the other ear shape on the other side and make sure the ears are symmetrical.
8. Add any other shapes like eyes, nose, stripes, horns, trunk... You may even add shape inside shape for detail.  They look great!  Put your name on the lower right corner of your finished animal Mask.
9. Clean Up:  Pick up all scraps under your chairs and on your table.  Put larger scraps in the scrap box and throw out tiny ones.  Put all other materials away.
10. Display the Animal Masks from Kenya outside the art room for all to enjoy!
11. View the student ART GALLERY of wonderful animal masks from Southeastern Elementary in Iowa.

Differentiation
Support: Give the student two sheets of paper already folded.  Direct him or her to cut off the corners of the open side. This will create an oval shape. Continue guiding the student until the animal head shape is complete.  The child may need to be guided step-by-step by a helper.
Extension: This is a website of the functions and styles of Various Masks of Africa. Write a summary describing your animal mask and how it would be used.

Lesson 8:  Bird of Kenya Contour Line Drawings with Texture (Part 1)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understandings: People and cultures communicate through visual arts.  Visual arts inform us about our culture, history and society. 
Essential Question: How do artists tell about culture and history through images?
Assessment: Second Grade Grading RUBRIC
Materials: soft pencil, sketchbook, live bird to draw (if possible), birds of Kenya photo references, 12x18 white paper, pencil, black marker

Activities

1. You do not need a drawing ritual since you will be drawing birds all class period.
2. Look at some images of Kenyan Birds. What are some birds that live in Kenya? What do they look like?
3. For the first part of this lesson you will complete a live bird drawing in your sketchbook. Cockatiels are excellent birds to draw, but any live bird will do.
   If you are unable to draw a live bird, use a photo instead.
4. Draw a few sketches of a bird. You may also zoom in on bird parts like the eye, foot, beak...
5. Using your finished sketches and your photo references of some Kenya birds begin a large bird on paper. Write you name on the back.
6. Outline this lightly in pencil. You may place the bird in an environment. Where would you like it to be? Use simple contour lines only in the background. Trace over your contour lines with a black marker.
   
   View some Cockatiel Sketchbook Drawings from the student ART GALLERY.

Differentiation
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Lesson 9: Bird of Kenya Contour Line Drawings with Texture (Part 2)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understandings: People and cultures communicate through visual arts.  Visual arts inform us about our culture, history and society. 
Essential Question: How do artists tell about culture and history through images?
Assessment: Second Grade Grading RUBRIC
Materials: live bird to draw (if possible), birds of Kenya photo references, 12x18 white paper, pencil, black and colored markers (like Mr. Sketch), texture boards, crayons without paper
Vocabulary: patterns, solids

Activities

1. Warm up with a 5 minute Drawing Ritual in your sketchbook-  Art Rituals in the Classroom
   Choose an object to place in front of you. Pretend an ant is sitting on the top of the object.  Draw the object in the air: use your finger to follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant sitting on top of the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Look down at your paper ONLY to reposition your pencil.  Refer to the VALUE SCALE that you completed in your sketchbook.  Add VALUES to your drawing beginning with black or #5.  It is easiest to see the darkest value when you SQUINT at your object.  Then add you middle value.   Put the date in your sketchbook.
2. Use markers to begin adding color to your bird or background. You may leave your bird white if you'd like. Color in your areas neatly. You mayadd patterns and solid areas. Leave lots of areas white for your textures in crayons.
3. When you have finished with your markers, lay a texture board under your picture. Use the side of a crayon (without paper) and rub the area to create texture. You may overlap crayon colors. Change texture boards frequently.
4. When you have finished adding colors and textures to your bird picture glue this onto larger black paper. Write your name on the lower right corner.
5. Display your Kenyan Contour Line Drawings with Texture outside the art room for all to view! They will be impressed! Good for you!
6. View the student ART GALLERY for some beautiful birds with texture.

Differentiation
Support: 
Extension: