Building a Culturally Relevant Class Culture, Essay Example

Duration: 45 minutes

Core Content Standards:

Maryland Visual and Performing Arts Standard 1.1: Students will be able to recognize and articulate visual arts’ qualities, functions, and processes.

Arts Integration Standard 1.2: In this art class, students will learn to make pieces that convey concepts, emotions, and personal histories.

Objectives:

Students will finish the class with the ability to:

1. Recognize and explain the distinguishing features of different art forms.
2. Explain the purposes of fine arts genres.
3. Describe the techniques used in various fine arts genres.
4. Create an artwork that communicates an idea, feeling or experience.

Materials Needed:

1. Construction paper
2. Scissors
3. Glue
4. Markers
5. Crayons

Procedure:

Opening Ritual:

To begin the lesson, have students sit in a circle on the floor. Explain that the opening ritual is a way to transition into the lesson and get everyone on the same page. Go around the circle and have each student share their name and one thing they are looking forward to doing today.

Name Activity:

The next activity is designed to help students learn each other’s names. First, explain that you will say a name, and the student who hears their name should stand up. Then, say a name and have the student who hears their name stand up and say the name of the person to their left. Continue around the circle until everyone has had a turn.

Movement Affinities:

After the name game, explain that the next activity is designed to help students get to know each other’s interests and talents. To begin, have students stand up and find a partner. Once they have found a partner, explain that they will have 30 seconds to share three things they like to do for fun. After 30 seconds, have students switch partners and repeat the activity.

Dance Accents:

Next, instruct the class that they will be wandering around in the room to music and thus should pay close attention to any alterations or accents in the track. Students should move about the room while the music is playing, stopping only when they hear an accent. After the music has stopped, have the students pair up and discuss what they heard.

Improvisation:

The final activity is an improvisation activity. To begin, have students stand in a circle. Explain that they will take turns walking around the circle while the rest of the group claps a beat. When they get to the person they want to partner with, they should tap them on the shoulder, and the two will start improvising a dance together. After 30 seconds, the next person in the circle will start to walk around, and the process will repeat.

Closing:

To end the lesson, have students sit in a circle. Say “thank you,” then ask if anybody has any feedback on the lesson they want to offer.

Assessment:

Take notes on how actively students are participating in the class to gauge how much they have learned. In addition, have them journal about their favorite part of the class and what made it so enjoyable.

Differentiation:

For students who need additional support, provide step-by-step instructions for each activity. For students who need more challenge, allow them to choose their partners for the activities or create their improvisation dance.