Title Calavera Zentangles

Grade Level 3rd Grade

Date

Art Element Lines, patterns

Standards/ Indicators Indicator 1.3. Apply the elements of art and principles of design to develop personally meaningful compositions - Objective: Describe how the elements

of art and principles of design are organized to communicate personal meaning in visual compositions

Indicator 2.1. Determine ways in which works of art express ideas about self, other people, places, and events

Objectives/ Unit or Project Goals What is Dia de los Muertos (Day of the Dead)? Who celebrates it and what are some traditions?

What is a calavera?

Students will be able to create zentangles using lines and patterns.

Students will be able to draw a representation of a calavera sugar skull.

Art History or Artist Focus Dia de los Muertos, sugar skulls

Media Used Calavera template

White paper

Pencils

Markers

Student Work Time Day 1:

Discuss Dia de los Muertos and symmetry.

Students will trace a template of a calavera and draw in their patterns/designs. When finished, trace the patterns with a black marker. The outline of the skull will be traced with a different color marker.

Day 2:

Color calaveras with marker.

Introduce students to zentangles.

Students will design their backgrounds using zentangles.

Day 3:

Finish

Cross-Curricular Connection Math: symmetry

Art Criticism/ Reflection What are the similarities between your calavera and the ones shown?

What types of patterns/designs did you

use in your calavera and zentangle background?

What colors did you use?

Do we have celebrations similar to Dia de los Muertos?

Common Core Connection CCSS.ELA-LITERACY.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Additional Art Elements or Principles Color

Modifications/Student Individual Needs Farmer: - C. Donaldson: Redirect to task,

frequent change in activities

Scott: - S. Burns: Repeat directions, Reinforce

positive behavior, breakdown assignments

- A. Stewart: Breakdown assignments, repetition of directions, paraphrase

- T. Hamm: Behavior chart, redirect to task, breakdown assignments, reinforce positive behavior, gain attention before giving directions

- L. Becker : Additional wait time, monitor work

- C. Griffin: Repetition of 1-step directions, monitor work, modified assignments

- N. Penn: Repetition of directions, monitor work, communication notebook, check for understanding

Teacher Comments:

Zentangles