Author:
Arts ESU2
Subject:
Visual Arts, Social Science
Material Type:
Lesson
Level:
Lower Primary
Tags:
  • Figure Drawing
  • MTA
  • NE SS
  • NE Visual Arts
  • Nebraska Department of Education
  • Neighborhood
  • Snow
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English

    Education Standards

    Snowball Fight

    Snowball Fight

    Overview

    This resource was created by Staci Simonsen, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning. 

    Snowball Fight

            

    Lesson Title: Snowball FightGrade Level: 2nd

    Core Subject Area: Social Studies

    Author: Staci Simonsen

    Fine Arts Subject Area: Visual Art
    Brief Lesson Description: Students will engage in Visual Thinking Skills (VTS) when interacting with a Lithograph from the late 18th Century of children playing in the snow. Students will then create a picture that tells a story of a snowball fight, using elements from their own neighborhood as well as figures in motion.
    Standards Alignment
    Content Area Standard(s): SS 2.3.1.b Identify and describe locations in neighborhoods  SS 2.4.4.a Construct and answer questions about neighborhood history.

    Fine Arts Standard(s):FA 2.2.3.a Identify and describe a piece of art (e.g., subject matter, use of color). FA 2.2.4 Students will identify contemporary, historical, and cultural context in art.  FA 2.2.1.b Create real or imaginary artworks that express the students’ unique interpretation.         

    Core Subject Vocabulary
    • Neighborhood
    • Rural
    • Urban
    • History
    Fine Arts Vocabulary:
    • Figure
    • Horizon Line
    • Overlapping
    Learning Objectives:
    • Make inferences about the type of neighborhood pictured in a work of art.
    • Compare in contrast a modern neighborhood with a historical neighborhood.
    Learning Objectives:
    • Create a visual representation of a neighborhood landmark.
    • Tell a visual story using figures in motion.
    Materials:
    • Visual slides of historical works
    • 12x18 paper, pencils, erasers, sharpies, markers, chalk
    • Whiteboards and whiteboard markers for practice drawings
     Lesson Teaching Progression-
    Day 1:
    1. Students will engage in Visual Thinking Skills (VTS) with a historical lithograph of children having a snowball fight. Discussion will be guided if needed time and place using visual clues to make inferences about the neighborhood and historical references such as clothing. Students will use ideas about their own neighborhood (rural, farm, community…) to create a setting for a snowball fight.
    2. Students will create practice drawings of figures in motion using student models to demonstrate the body in motion in a “snowball fight” using scrap paper. If time, students will begin drawing a figure in motion on their neighborhood background.
    Day 2:
    1. Students will continue working on their figure, and add additional figures “hiding” in their neighborhood by using overlapping to show parts of their people hiding behind objects and buildings.
    2. Students will trace their pictures with sharpies, and color details with markers. Lastly, they will add a light layer of chalk to the sky and to add shadows to the snow.

    Snow 1Snow 2Snow 3

    Assessment and Reflection
    Content Assessment:(Rubric attached)Arts Assessment:(Rubric attached)
    Student Reaction (Engagement): Students seemed engaged and all students participated in the lesson. They were able to respond to questions when asked about their picture. A few of the students had a hard time stopping when it was time to clean up and wanted to continue working. Students were sharing ideas about their pictures with each other and wanted to talk about their pictures with the teachers in the room.Teacher Reflection:I thought the lesson was really successful. I have used the idea of a snowball fight as inspiration for teaching figure drawing in the past, but I really liked being able to tie in the neighborhood concept with them as well. I also really enjoyed talking with the students about the example paintings and using some VTS strategies with them. I was really amazed at how much they were able to tell me about the setting and action of the picture. I did have to laugh that their idea of “long ago” was the 1980s in two of my second grade classes! I have not been great about using rubrics with my lesson plans. Having to write out a rubric for this lesson really helped me focus on clear expectations when the kids were working on their projects. Using this rubric as a guide, I’d like to experiment with using a simple rubric with my older students as they’re working to give them more clear expectations with their learning goals. I plan to teach this lesson again next year. If I make any adjustments, it would be aligning my lesson closer in proximity to when the core content is taught in the regular classroom. The hardest part about integrating as a specialist is coordinating and communicating with the classroom teachers.

     

    Snowball Fight Rubric

    Learning ObjectiveBeginningProgressingMeets Objective
    Make inferences about the type of neighborhood pictured in a work of art.Student is not engaged in class discussion and does not participate in  about the neighborhood and people in a work of art even when prompted or given opportunities for alternative response.Student is somewhat engaged in class discussion and notices one or two details about the neighborhood and people in a work of art when prompted.Student is fully engaged in class discussion and notices details about the neighborhood and people in a work of art without need for prompting.
    Compare in contrast a modern neighborhood with a historical neighborhood.Student is unable to explain a difference between their modern neighborhood and a picture of a historic neighborhood when prompted with specific leading questions from the teacher.Student can explain one difference between their modern neighborhood and a picture of a historic neighborhood when prompted with specific leading questions from the teacher.Student can explain the differences between their modern neighborhood and a picture of a historic neighborhood.
    Create a visual representation of a neighborhood landmark.Student is unable to identify elements of their own neighborhood in their drawing when asked by a teacher.Student can point to and name one or two elements of their neighborhood in their drawing when asked by a teacher.Student can point to and name several elements of their neighborhood in their drawing when asked by a teacher.
    Tell a visual story using figures in motion.Student has drawn a partial figure, or is not able to show movement in the limbs. They have attempted to show other figures in their picture.Student has drawn a full figure in motion with head, neck, body, arms, legs, hands and feet. They have attempted to show motion with bending arms or legs. They have at least two other figures overlapping in their picture.Student has drawn a full figure in motion with head, neck, body, arms and legs that bend and move, and hands and feet. They have at least two other figures overlapping in their picture.