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EDCI 301: Integrated Art Lesson Plan

Name: Amanda Kronenberger


Lesson Title: Written Language as an Art Form
Grade Level: 3
Subject Social Studies
Fine Art Visual Arts
Time of Lesson: 60 minutes
Lesson Summary (Provide an overview of each major segment of the activity and including a description of
products)
In this lesson, students will learn about the Ancient Egyptian Writing System, Hieroglyphics. They will play an
interactive game using the letter to see how they are translated into English. Next, the teacher is going to
lead a discussion where the class will discuss whether or not they believe Hieroglyphics to be art, or just a
form of written language. The teacher will project images of numerous different alphabets for the students
to see to add to the discussion. (Arabic, Chinese, Spanish and English) At the end of the discussion, students
will be asked to write a paragraph (7-10) sentences on how they would define are and what they consider to
be art and why.

Example of a stele^



Chinese Alphabet^
English Alphabet (our Alphabet) >


Essential Question (Provide an open-ended central inquiry to be explored in this lesson)
How did people of ancient Egypt use visual images to communicate stories and is this considered art?

Plan for Previous Lesson(s) Plan for Next Lesson(s)
Students will learn about the history of ancient
Egypt, including culture and class structure. The
information will be presented to the students with
a power point presentation. The teacher will also
focus on teaching the students about scribes, in
preparation for next lesson. In ancient Egypt, over
5000 years ago, a scribes job was to write things
down using pictures. Scribes used a system of
pictures to do so. These pictures were called
hieroglyphics
Students will be given the opportunity to become
scribes and create their own languages. Students will
use their language to create a story. The story can be
anything they want, i.e. their favorite hobby or food, a
friend or family member etc. The story should translate
to be about five English sentences. They can use a
combination of all of the alphabets we discussed in
class in addition to their own ideas. The teacher will
provide authentic looking paper for the students to
write on and they will be displayed in the classroom.

Learning Objectives
(Aim for 2-3 focused
objectives)
Students will learn about Ancient Egyptian hieroglyphics and how it was
used to express ideas and values.
Students will use creative thinking to decipher whether or not they
consider hieroglyphics to be considered just text, art or both.
Students will work use the class discussion to create their own definition of
art
Subject Area
Standard(s)
(Include standard
headings, grade level
and standard #s)

Standard 6.0 Social Studies Skills and Processes
Students shall use reading, writing, and thinking processes and skills to gain
knowledge and understanding of political, historical, and current events using
chronological and spatial thinking, economic reasoning, and historical
interpretation, by framing and evaluating questions from primary and secondary
sources.
TOPIC
C. ASK SOCIAL STUDIES QUESTIONS
INDICATOR 1.
Identify a topic that requires further study
OBJECTIVES 1 & 2
1. Identify prior knowledge about the topic
2. Pose questions the about the topic
Art Standards(s)
(Include standard
headings, grade level
and standard #s)

Visual Arts, Grade 3. Standard 2.0 Historical, Cultural, and Social Context. Students
will demonstrate understanding of visual arts as a basic aspect of history and
human experiences.
INDICATOR 1. Determine ways in which works of art express ideas about self,
other people, places, and events
OBJECTIVE A:
A. Identify different ways that artists use symbols to express ideas about self,
people, places, and events in selected works of art


Materials/Resources

Vocabulary


Technology
Power point that has review notes from the previous
lecture, as well as the pictures of the different
alphabets students will be analyzing
Computer and Projector/ Screen

Supplies
- Paper for students to write their responses on that
will be collected
- Teacher will need a sheet with all of students names
on them to keep track of participation

Web Links
http://www.childrensuniversity.manchester.ac.uk/media/s
ervices/thechildrensuniversityofmanchester/flash/hierogly
phs.swf.
Images
Vocabulary

Hieroglyphics- Ancient Egyptian writing system,
which used pictures to tell stories.

Scribe- People in Ancient Egypt who were
responsible for writing down everything
important that were to happen (in
hieroglyphics)

Stele- a wooden or stone slab in which
hieroglyphics were written on

Art- to be determined by class

Assessment: Rubric

- Shown Above in Lesson Summary

Product/
Records to
be
Assessed
Evaluation Criteria

4.0
(Exceeds
Expectations)
3.0
(Meets
Expectations)
2.0
(Approaches
Expectations)
1.0
(Does not
meet
expectations)
Participatio
n in lesson
overall.
I. Particip
ation in
Class.
Student was actively
engaged in class
conversation and
sharing useful ideas.
Student shared
a few ideas.
Student shared
one idea, but
seems
uninterested.
Student was
being
disrespectful
and
talking/not
paying
attention
during the
activity.
Response
part I -
What is
Art?
II. Studen
ts
respon
se in
definin
g art
Student gives a
thoughtful and
detailed response on
what they believe art
to be and also
explain in their
reason in detail.
Student gives a
good response
of what they
believe art to
be and why.
Student gives a
definition of art
but does not go
into detail on
their thoughts
and reasoning
behind it.
Student does
not give a
thoughtful
response or
explanation.
Response
Part II- Is
hieroglyphi
cs art?
III. Studen
t
explan
ation
on why
hierogl
yphics
is art.
Student uses their
definition of art and
applies it to their
explanation of
whether or not
hieroglyphics are art.
Student also draws
on class discussion,
making reference to
other alphabets that
were references.
Students state
whether or not
hieroglyphics is
art and
references
definition, but
does not draw
on any class
discussion.
Student
explains
whether or not
they believe
hieroglyphics is
art, but does
not reference
their definition
of art or draw
on class
discussion.
Student gives
an inadequate
explanation
and does not
reference their
definition of
art or draw on
class
discussion.
Optional: Lesson Variations




Instructional
Sequence
Approximat
e Time
Procedure
Set up


Review













Introduction of
hieroglyphics









Core Activity












Prior to
lesson

5 Minutes













15 Minutes










15 Minutes












Teacher will set up computer with PowerPoint and link open.


The teacher shares, Today we are going to continue learning about
Ancient Egypt. We will be learning about hieroglyphics, which was the
system of writing for the people of Ancient Egypt 5000 years ago. But
first, lets take some time to review what we learned last time.
First, the teacher will tell the students that this is a very interactive lesson
and everyone is expected to participate. The teacher will be taking note
of participation as part of their grade on this lesson. The teacher will
spend time reviewing the information that was thought in the last lesson.
The teacher will ask the students to share what they learned and then
touch on any points that the students may have forgotten.




Teacher shares, Now lets get started learning about hieroglyphics.
The teacher will show this link to the class.
http://www.childrensuniversity.manchester.ac.uk/media/services/thechi
ldrensuniversityofmanchester/flash/hieroglyphs.swf.
This gives a detailed explanation of what hieroglyphics are. The teacher
will read the information out loud, as well as ask for student volunteers
to read allowed as well. There is also a game at the end where you can
spell out your name or other words using hieroglyphics that the class can
3-5 minutes with, so that they can see how words translate.


The teacher will bring up the PowerPoint created with the pictures of
various alphabets, the first being Hieroglyphics. The teacher will explain
that the text is pictured on what is called a stele, which is a large slap of
stone or wood that usually had inscriptions on them. After the students
have a chance to reflect on the hieroglyphics, the class will discuss how
they think this relates to the form of alphabet that is used in the United
States.
The teacher will project images of numerous different alphabets for the
students to see to add to the discussion. (Arabic, Chinese, Spanish and
English) They teacher will also ask the students if they consider these to
be art, and why.






Plans to Display/Exhibit Student Work (Include a plan to show both the product and share the process)
(Artwork will be created in next lesson) The students artwork will be displayed on a bulletin board with the
heading, Language as Art The students artworks will be hung in rows on distressed paper to make it look like
it is out of Ancient Egypt.














Writing Activity









Wrap up/ reflection














20 Minutes









5 Minutes
Discussion questions-
Teacher will say, Now that we have seen these numerous different
alphabets, can we say that hieroglyphics is just an alphabet like the one
that we use daily or is it more like art?
The teacher will then ask the students if they believe this to be
considered art, and if so why?
Does the class think its because it is made up of symbols? However, if
our alphabet were foreign to the class, would they also think of them as
just symbols rather than letters?
Are hieroglyphics language or art or both? Is written English? Why?
Would other written languages be considered more art than others, for
example Arabic vs. Spanish


The teacher will hand out a piece of paper to the class and ask them to
respond to the following questions in about 7-10 sentences.
1. What is art?
2. Based on our class discussion, are hieroglyphics art? Why or Why
not?
The teacher will explain to students that their explanation of why or why
not hieroglyphics is art should reflect on what their definition of art is.
Also, they should draw on the class discussion and other alphabets we
looked at.

After the teacher collects everyones reflections, the teacher will say, art
can be whatever you want it to be and everyone had different ideas of
what is art. Therefore, there is no right or wrong answer to the question
of what is art? If something is aesthetically pleasing to you, you may
consider it art.
Wrap up questions for teacher to ask:
What did you learn from this lesson?
Do you wish we had a different writing system that involved pictures
rather than letters?