Sample Lesson Plan from the Double Hull Canoe Sample Art Project

Name	Maggie T. Sutrov

This is a sample lesson plan from a Visual Arts and Social Studies project conducted at Pomaika'i Elementary School in 2010.

Title: Double Hulls (Lesson 3 of Voyage to Hawaii)	Grade: 4	Art Discipline: Visual Arts	Time Frame: 1
Lesson Objective: [Students will use clay handbuilding and symmetry in order to build two hulls of a Polynesian canoe.

GLO(s): Self-directed Learner, Quality Producer

Arts Benchmark (Topic, Code, Text): FA.4.11, How the Arts are Organized, Use the elements and principles of art and design, such as emphasis, proportion, complementary colors, positive and negative space, and depth, to communicate an idea or mood
Rubric based on Arts Benchmark:
Advanced	Proficient	Partially Proficient	Novice
Student creates two smooth and symetrical canoe hulls using a modified pinch-pot technique. Their form expresses the shape of the canoes in Herb Kane's paintings	Student creates two canoe hulls of the same shape and size, with no cracks that will cause them to break. The form of the canoes shows some recognition of the details in Herb Kane's paintings.	Student creates two hulls that may not be quite the same size, but will hold together once dry.	Student's hulls have cracks and holes, and are not likely to hold together once dried.

Content Area Benchmark (Topic, Code, Text): SS.4.35, Exploration, Migration, and Settlement, Identify reasons that early explorers, settlers, and immigrants came to Hawaii (including the influence of Pa'ao) or the Polynesian region and describe what their lives and experiences were like
Content Area Rubric:
Advanced	Proficient	Partially Proficient	Novice
Student can identify what part of the canoe she is making. She can express in detail how it relates to the details in Herb Kane's historical paintings.	Student can identify what part of the canoe she is making. She can express how it relates to the details in Herb Kane's historical paintings. is making.	Student knows what part of the canoe she is making, can identify the same details in Herb Kane's paintings.	Student is not sure how their clay pieces relate to Herb Kane's paintings and the drawing done in Lesson 1.

Key Arts and Content Area Vocabulary: FORM, PINCH POT, HULL, DOUBLE-HULLED CANOE, SYMMETRY, STRUCTURAL INTEGRITY

Classroom Set Up: Clear desks. Have demonstration table available. Have sponges, etc available for cleanup.

Materials & Equipment needed: AIRDRY CLAY, TINY CUPS WITH WATER, CARDBOARD RECTANGLES 5X6, PENCILS, SKEWERS (or clay tools), IMAGES OF HERB KANE'S PAINTINGS, LARGE TUPERWARE CONTAINERS, DAMP RAGS Excellent book: Kane, Herb. Voyage. Hong Kong: Island Heritage Ltd, 1976. ( about 1st voyage of Polynesians--out of print but used copies available at http://www.amazon.com/Voyage-Discovery-Herb-Kawainui-Kane/dp/0896100316/ref=sr_1_1?ie=UTF8&s=books&qid=1284612510&sr=1-1-catcorr ) or Kane, Herb. Voyagers. Honolulu: Kawainui Pr, 2005. (memoir, history, and some images from previous book—in print, available at http://www.amazon.com/Voyagers-Herb-Kawainui-Kane/dp/0943357047/ref=pd_sim_b_3

Prior to this lesson, students need to know: An introduction to Polynesian Voyaging. Teaching Tips: Photocopies of key images of the canoes are useful for students to study the shape without getting clay near the books. When class is completed, place canoe hulls on their cardboard rectangles in plastic containers. Cover with damp (but not dripping) rags to keep clay moist for next session. Seal containers. If no containers available, place on soda flats, drape wet rags, and seal in garbage bags. Note: Herb Kane has likely made the single greatest contribition to Hawaiian culture and history through the Visual Arts. He considers himself a historian, as well as an artist, putting great research into each of his paintings. Kane's artwork is throughout the books used in teaching 4th Grade Hawaiian Studies. The canoe Hokulea was also his dream—and it existed as a painting before it was built and sailed. He actually used his painting to inspire people to join him in this historic project. (See story in Voyagers) This project makes use of Kane's excellent illustrations, but also introduces him as an inspiring visual artist to the students.

S T E P 3 F O R M S

Arts Integrated Lesson (continued)

Formative Assessment Tasks: Students will have shown their ability to work with clay and make a simple pinch pot in the prior lesson.

# Minutes	Procedure	Create	Perform	Respond
10	Demonstrate using the clay to create a canoe hull. Introduce FORM and HULL.Start with an oval-shape. Insert point of thumb several times to make a long hole. Pinch to create form. Have them identify details in Herb Kane's paintings to include in the form of their canoe hull.			x
20	Pass out clay. Divide clay into half. Form into oval-shape and create pinch pot as demonstrated. Create a second, matching hull.	x
15	Add details to each end of the canoes to give it the form of a canoe hull. Patch and smooth any cracks.	x
10	Write your name on cardboard rectangles. Place canoe hulls on cardboard. Gather all unused clay into one ball. Wipe desks.	x
10	Closing Reflection with students: After Responding, have students do a gallery walk and then line up at the door to wash their hands in the washroom. (gallery walk may be visit 5 different sculptures-in-progress in different parts of the room.)		x	x

Responding (Questions to ask students before, during, or after an activity in the lesson to elicit their thinking about their own work or about work they are studying):
Step 1: Describe	Step 2: Interpret	Step 3: Evaluate
What type of shapes do you see in Herb Kane's paintings of canoes? Where did you use those forms in your sculpture? How did you make them? How is the process for making the canoe hull different from making a pinch pot? How does your canoe hull look if it's going to have good structural integrity?	Why do you think the Polynesian voyaging canoes have two hulls? What would happen if the hulls were different sizes in a real canoe? What do you think the Polynesians have used the hollow part of the hulls for? How would it have felt to sail in this canoe? What challenges do you think they would have had?	How well were you a quality producer in creating your canoe hulls? Was it easier or harder than making the pinch pot? Would you go sailing in the canoe you built?

UNIT PLAN OUTLINE

The Lesson Plan you submit is part of an 8-session residency plan (aka unit plan). Please use this form to summarize, in one or two sentences, each of the other lessons in the plan. Indicate which one is the Lesson Plan you submitted.

Unit Title: Voyage to Hawaii	Grade: 4
Art Discipline: Visual Arts

GLO(s) – Self-directed Learner, Quality Producer

Arts Benchmarks (Topic,Code,Text): FA.4.11, How the Arts are Organized, Use the elements and principles of art and design, such as emphasis, proportion, complementary colors, positive and negative space, and depth, to communicate an idea or mood FA.4.14, How the Arts Shape and Reflect Culture, Explain how art reflects life, culture, attitudes, and beliefs of the artist

Core Area Benchmarks (Topic,Code,Text): SS.4.31, Early Hawaiian Society, Explain the origins and culture of early Hawaiians SS.4.35, Exploration, Migration, and Settlement, Identify reasons that early explorers, settlers, and immigrants came to Hawaii (including the influence of Pa'ao) or the Polynesian region and describe what their lives and experiences were like

Overview of Unit: In this unit, what do you want students to know and be able to do? Research what the lives of these voyagers were like by observing details in Herb Kane's paintings. Use claybuilding skills such as pinching and score-and-slip to sculpt a canoe. Use various watercolor techniques, such as washes. Use color schemes such as analogous colors and complimentary colors.

Lesson #	Summary of Lesson Content
1	Observe historic paintings of canoe voyages by Herb Kane. Take note of details. Observe the shapes and parts of the canoe. Draw a canoe, complete with the plants, animals, and supplies the Polynesians would have brought with them to Hawai'i.
2	Using a small piece of airdry clay, practice making a pinch pot. Smooth cracks and edges, and practice making a clean and strong pinch pot. Add patterns by scratching in with a skewer or clay tool.
3	Using airdry clay, form a long, narrow pinch pot. Build a second one the same shape and size. Again observing Herb Kane's paintings, observe the shape of the Polynesian canoes. How can you create the same form in your sculpture? (see lesson plan)
4	Practice score-and-slip to connect two small pieces of clay. Create a platform and attach the two hulls. Fine tune the form of your double-hulled canoe, and test for structural integrity. Make a hole for the mast.
5	Fold a 6x9” watercolor paper in half. Cut out a sail shape, so that it has two symetrical sail shapes. One half, draw a scene of a canoe discovering a new island. Study Hawaiian tapa (kapa) patterns. On the other half, draw a tapa pattern.
6	On a 6x9” piece of watercolor paper, practice using watercolor technique, and add several to the canoe scene on the sail. Explore complimentary colors, and add one color to the tapa cloth side of the sail. (The other will be added when dry.) If ther is time, add the second complimentary color to the tapa cloth painting. On the practice paper, label the different techniques and color schemes.
7	Using a small brush, add details to the canoe scene. While it dries, on a 6x9” piece of watercolor paper, use short strokes of analogous colors to paint the texture of the surface of the ocean. Add second color of complimentary colored tapa cloth, and any other details.
8	Complete canoe. Glue “ocean” watercolor paper to cardboard or matboard. Glue sail around skewer, skewer into canoe platform, and glue the canoe to the watercolor base. Use glue gun where necessary. Present and reflect on final product.