Contemporary Art Box Lesson Plan: Alliteration Alphabet
Grade: Second
Contemporary Artists:
Alessandro Novelli , Diem Chau,
Beatrice Coron
Time: Two class periods
Content Standard:
RL.2.4. Describe how words and phrases (e.g.,
regular beats, alliteration, rhymes, repeated
lines) supply rhythm and meaning in a story,
poem, or song.
Step-by-Step Photo Tutorial
Available on the Website
Objectives:
o Students will explore alliteration by writing a sentence using one assigned letter
from the alphabet.
o Students will visually portray their sentences through a combination of paper-cut
shapes and drawn details.
Interdisciplinary
Connections:
_X_ Language Arts
_ _ Math
___ Science
___ History
___ Music
___ Drama
___ P.E.
_ _ Other: _
Nevada Visual Art Standards
__1.3.3_ 1.0 Knowledge: Use different media,
techniques, and processes to produce works of art.
__2.3.4_ 2.0 Application: Use elements and principles
of design to create works of art.
_ 4.3.3 _4.0 Context: Create a work of art that is
influenced by a particular historical period or culture.
__
Materials:
Scissors, glue, colored construction paper, pencils, colored
pencils, markers, crayons, 9 x 12 white paper, A is for Art: An
Abstract Alphabet, computer, and projector.
1
Introduction/Engager
Watch a stop motion short on the alphabet directed by Alessandro Novelli
(http://vimeo.com/29274467).
Show students a few other visual representations where artists were inspired by the
alphabet. Diem Chau carves pencils and crayons for each letter and Beatrice Coron
creates imaginative paper-cuts for various letters.
Read from Stephen T. Johnson’s A is for Art: An Abstract Alphabet to show examples of
alliteration in the art world.
Main Project
For the main activity students are assigned one letter from the alphabet, writing one
sentence using words that begin with this letter. They then visually represent their
sentence using cut paper and drawing tools.
1. First, do a group, around-the-room brainstorm reviewing
words that begin from different letters of the alphabet. Go
around the room and have students say a word for each
letter, from A to Z, at least two times through to come up
with a range of words for inspiration. Write the words on
the board.
2. Next, assign a letter to each student. Give students some
time to first individually list as many words as they can that
begin with that letter, then have them get into groups of five
and pass their papers around, allowing other students to add
to their lists of words. Students will use at least four words
beginning with their letter to create an interesting, fun
sentence. Remind them that they will be visually
representing the entire sentence with supporting visual
imagery.
3. Once students complete their sentences, explain that they
must create a visual image of their sentence, showing every
word. Have students create illustrative works that first
incorporate paper-cut shapes and then use another artistic
medium to add details (crayons, marker, and/or colored
pencil). Remind students to work in pencil first and to write
their sentence somewhere in their work.
2
Conclusion/Reflection
Students conclude the project by sharing their work in a round robin circle. Have half of
the class stand in an inner circle holding their project and facing outwards. Have the
other half of the class in a circle around the inner circle, facing towards the inner circle
students. Each student should have a partner. Have the inner circle students read their
sentences and explain their art to their partner and then switch. Then, have each student
take one step to the right, in order to view and learn about another student’s artwork.
This can be done as many times as the teacher chooses and some good questions are:
- What is your favorite part about your work? Your partners?
- Can you point out each part of your partner’s sentence?
- Use one word to describe your work? Your partners?
Assessment
Formal
___
___
___
_X_
___
___
Test/Quiz
Written Response
Oral Presentation
Project ( Rubric)
Assignment
Portfolio
___ Peer-Evaluation
___ Self -Evaluation
___ Other:___________
___ Other:___________
___ Other:__________
Informal
_ _
___
_X_
_X_
_ _
Choral Response
Group Discussion
Class Discussion
Brainstorming
Think-Pair-Share
___ Thumbs up/down
_ _ Exit Ticket
_X_ Other:RoundRobin
___ Other:__________
___ Other:__________
Special Education Accommodations: Assist students in creating word lists and sentences.
Provide necessary support for the artistic materials and processes.
English Language Learner Accommodations: The visual support, repeated themes, and
teacher modeling/demonstration throughout the lesson, especially during any auditory
explanation, offer support for ESL learners.
Extension: Create illustrations of a book or story being read in class.
Resources:
http://vimeo.com/29274467
http://www.beatricecoron.com/parole.html
http://www.thisiscolossal.com/2013/04/an-alphabet-of-animals-carved-from-crayons-andother-pencil-works-by-diem-chau/
http://www.stephentjohnson.com/books/a_is_for_art/
3
Contemporary Art Box Rubric
Lesson: Alliteration Alphabet
Name:
Date:
Grade: Second
Content Area: Visual Art, Lang. Arts
5
Requirements
1
2
3
4
5
4
3
2
1
Creativity
( Did not copy another’s idea)
Effort
( Used time wisely)
Attitude
(Considerate of self, artwork, and other
students)
Quality and Presentation
(Work is neat and tidy)
Write a sentence using alliteration
6
Represent the entire sentence ( every
word)
7
Use paper-cut shapes
8
Create details with drawing materials
Comments:
Final Grade:
Grading Explanation
5
4
3
2
1
Excellent
(Exceeds
Expectations)
Very Good
(Meets All
Expectations)
Good
(Meets Most
Expectations)
Developing
(Meets Some
Expectations)
Try Harder
(Does Not Meet
Expectations)
4