ALEX | Alabama Learning Exchange

Rainsticks

Classroom Resource Information

Title:

Rainsticks

URL:

https://sargentart.com/lesson-plan/rainsticks/

Content Source:

Other
Sargent Art

Type:

Learning Activity

Overview:

Students will identify why rainsticks are used, how they are made, and who made them. They will make and decorate an imitation rainstick.

Content Standard(s):

Arts Education ARTS (2017) Grade: 3 Visual Arts	2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process. Examples: Choose from a variety of resources and materials to create a work of art. Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Investigate, Plan, Make Essential Questions: EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals. EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations? Concepts & Vocabulary: Creativity Criteria Critique Design Media Mixed media Monochromatic Principles of design Rhythm Technology Visual image Skill Examples: Use a variety of materials to create a three-dimensional mask showing a student's personality. Use torn paper scraps to create rhythm in a landscape. Plan a community/city; then, build a model of it with recyclable materials, such as cardboard, boxes, containers, and tubes. Collaborate with a group to demonstrate how to care for tools used in class (such as paintbrushes). After looking at Vincent van Gogh's painting, Bedroom, create a narrative painting depicting a memory of a student's personal bedroom. Use appropriate visual art vocabulary during the art-making process of two-and-three-dimensional artworks. Collaborate with others to create a work of art that addresses an interdisciplinary theme. Read and explore books like Imagine That by Joyce Raimondo or Dinner at Magritte's by Michael Garland and then create a Surrealistic style artwork. Recognize and identify choices that give meaning to a personal work of art. Create a drawing using monochromatic colors (paint, oil pastels, etc.). Explore individual creativity using a variety of media. Understand what effects different media can have in a work of art.
Arts Education ARTS (2017) Grade: 4 Visual Arts	3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Investigate, Plan, Make Essential Questions: EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches. EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? Concepts & Vocabulary: Constructed environment Cultural traditions Digital format Engagement Tertiary color Preservation Proportion Principles of design Unity Shade Style Tints & shades Skill Examples: Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork. Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork. Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies. Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.). Design a two-dimensional drawings of a futuristic art room, town, or planet Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form. Locate business logos in the community and explore the visual arts skills and materials that were used to create these works. Engage in group critiques of one's work and the work of others. Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning. Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others. Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color. Use the design principles of repetition and alignment to add visual unity to an artwork. Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).
Arts Education ARTS (2017) Grade: 4 Visual Arts	14) Create works of art that reflect community and/or cultural traditions. Examples: Create a quilt in the style of the Gee's Bend Quilters. Unpacked Content Artistic Process: Connecting Anchor Standards: Anchor Standard 10: Synthesize and relate knowledge and personal experiences. Process Components: Interpret Essential Questions: EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences. EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking? Concepts & Vocabulary: Constructed environment Cultural traditions Digital format Engagement Tertiary color Preservation Proportion Principles of design Unity Shade Style Tints & shades Skill Examples: Create a quilt square in the style of the Gee's Bend Quilters. State what materials or processes you prefer and why. Discuss how art and design serves multiple functions such as to inform, entertain, invest, persuade, ritualize or assist in everyday tasks. Observe and discuss the statue of Vulcan in Birmingham and talk about its relationship to history of the city. Investigate differences in cultural style, genres, and context through historical time periods. Discuss how art reflects the interests, accomplishments and conflicts of culture and society over time. Use details and descriptive language to identify universal themes, subject matter and ideas expressed across arts disciplines. Identify and describe how artists have depicted Alabama history.
Arts Education ARTS (2017) Grade: 5 Visual Arts	3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Investigate, Plan, Make Essential Questions: EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches. EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? Concepts & Vocabulary: Cultural context Formal & conceptual vocabulary Genre Linear perspective Preserve Principles of design Movement Emphasis Relief Vanishing point Skill Examples: Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art. Have students keep journals to reflect on and combine ideas for their works of art. Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.). Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective. Create tessellations in connection with interdisciplinary subjects such as mathematics. Write a short story and illustrate the story with original drawings. Draw and transform two-dimensional shapes into three-dimensional forms. (squares to cubes, circles to spheres, triangles to pyramids and cones) Write a personal artist statement to accompany an original work of art. Draw a landscape including foreground, middle ground, and background. Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues. Create a bas-relief by carving into a clay slab.

Tags:

decorate, Native Americans, rainstick

License Type:

Attribution Non-Commercial Share Alike
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Accessibility

Comments

A specific brand of supplies is mentioned but any brand can be used.

This resource provided by:

Author:

Tiffani Stricklin

ALEX Classroom Resource

Rainsticks