Grade: 2
Integrated Content Areas: Visual Art and ELA
Unit Title: Martin Luther King Jr., Then and Now
Essential Question(s):
How do the choices of others affect me and my world?
How do people’s choices and events from long ago affect our perspectives?
Integrated Learning Outcome
Enduring understanding: Perspective is affected by interactions with others.
Students will create an original piece of art representing the theme: I have a dream, then and now in order to show
how people’s choices can affect their world. Students will include an artist statement explaining their artwork.
Authentic Performance-Based Summative Assessment
Fresno County Office of Education is having a 30th Anniversary Celebration for Rev. Dr. Martin Luther King, Jr. The
task is to create an original work of art with an artist statement representing the theme: I have a dream, then and
now.
*See Art Contest flyer for full details
Optional writing and/or speech task: 4-6
It has been 50 years since the Rev. Dr. Martin Luther King, Jr. gave his “I Have a Dream” speech. Explore what life
was like for African Americans and other minorities before the Civil Rights movement, especially in Fresno County.
Talk with adults who have lived through changes in the last 50 years. Fresno County’s community leaders would
like to determine the progress that has been made and understand what still needs to be accomplished. Using the
information you have gathered from interviews and research, write a report to community leaders about society’s
progress toward fulfilling Dr. King’s dream. Based on your information, what changes over the past 50 years have
brought us closer to the vision that Dr. King had for our nation? What barriers still exist that need to be addressed
by the community?
*See Writing Contest prompt and flyer for full details.
*See Speech Contest flyer for full details.
Visual and Performing Arts
Prior knowledge:
1) Elements of visual art (line, color, shape/form, texture, value, space)
2) Principles of Design- recognizing and describing patterns
Content Standards:
1) AP 1.1 Principles of design--perceive and describe repetition and balance in nature, in the environments, and in
works of art.
2) CE 2.4 Use bilateral or radial symmetry to create visual balance.
3) HCC 3.1 Explain how artists use their work to share experiences or communicate ideas.
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4) AV 4.3 Use the vocabulary of art to talk about what they wanted to do in their own works of art and how they
succeeded.
Skills:
1) Working with paper
2) Principles of design, specifically creating compositions, focusing on balance using bilateral or radial symmetry
3) Critical thinking, analyzing artwork using domain specific vocabulary
4) Critical thinking, making aesthetic decisions regarding the creation of artwork
5) Collaborating to create original compositions
*Extension on Principles of Design:
3rd grade AP1.1 Perceive and describe rhythm and movement in works of art and the environment.
4th grade AP 1.1 Perceive and describe contrast and emphasis in works of art and in the environment.
5th grade AP 1.1 Identify and describe the principles of design in visual compositions, emphasizing unity and
harmony.
6th grade AP 1.4 Describe how balance is effectively used in a work of art
Other Content Area(s)
Prior knowledge:
1) Structure of a paragraph
2) Writing in complete sentences
3) Collaborating in groups
4) Critical thinking--revising writing
Common Core State Standards:
1) ELA RL2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.
2) ELA W2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to
develop points, and provide a concluding statement or section.
3) ELA W2.8 Recall information from experiences or gather information from provided sources to answer a
question.
4) ELA SL2.1 Participate in collaborative conversations with diverse partners about grade 2 topic and texts with
peers and adults in small and larger groups.
5) ELA SL2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media.
Skills:
1) Writing an artist statement
2) Having conversations using domain specific vocabulary
3) Using graphic organizers to help recall information
Text
1) Artwork: The Bus of Shame, by Ma Ly, http://colligostudio.blogspot.com/2011/01/bus-of-shame.html
2) Artwork: Moving Day, by Norman Rockwell
3) Martin’s Big Words read aloud, http://www.youtube.com/watch?v=jdlCWrsAbIo
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4) Artwork: Segregated Water Fountains by Elliot Erwitt
http://sophiedaveyphoto.wordpress.com/2012/11/06/photographs-that-tell-a-story-elliot-erwitts-segregatedwater-fountains/
5) Martin Luther King Jr.’s last speech, http://www.youtube.com/watch?v=aL4FOvIf7G8
6) Martin Luther King Jr. Elementary speech winner, http://www.youtube.com/watch?v=qIXqZnoFot0
7) Principles of Design definitions
8) Video on balance: Principles of Design: Part 1- Balance by Arturo Toledo, Total Training
http://www.youtube.com/watch?v=WZQpbVG0gYU
9) Almanac of Martin Luther King Jr.’s observed birthday, http://www.almanac.com/content/when-martin-lutherking-jrs-birthday-observed
10) Historical information regarding the 14th amendment.
For Kids: http://kids.laws.com/14th-amendment
For Adults: http://americanhistory.about.com/od/usconstitution/a/14th-Amendment-Summary.htm
Creative Process
Imagine / Examine / Perceive
1. Using Visual Thinking Strategies (http://www.vtshome.org/) students view the artwork The Bus of Shame by Ma
Ly. Guide discussions to help review the elements of art and the principles of design.
2. Using Visual Thinking Strategies (http://www.vtshome.org/) students view the photo Segregated Water
Fountains by Elliot Erwitt. View the photo a second time focusing on the following questions, what details in the
photo tell us about how things use to be for people of color? What can we say about how things are now for people
of color? Repeat the process for the artwork Moving Day by Norman Rockwell.
3. Read the book or watch the reading of, Martin’s Big Words, http://www.youtube.com/watch?v=jdlCWrsAbIo
*Optional material to use for further research:
a. MLK’s last speech, http://www.youtube.com/watch?v=aL4FOvIf7G8 (vocabulary may be difficult for
younger students to understand)
b. MKL 3rd grade speech winner, http://www.youtube.com/watch?v=qIXqZnoFot0
Create
1. Based on viewing artwork, Martin’s Big Words, and other historical information, create a graphic organizer
showing how things were for people of color then and how they are now. Have students create tableaus of then
and now. Place photos of the tableaux on the chart. Add words or phrases describing the tableaux. Optional-- have
students do sketches of ideas and concepts to add to the chart.
Then
Now
What was life like for people of color when
How do the choices that MLK Jr.
MLK Jr. was alive?
made affect me and my world?
2. Provide students with a piece of white card stock or poster board (not to exceed 16”x20”), black construction
paper, gray construction paper (varying shades), white paper, scissors, and clear tape. Using information from the
Then/Now graphic organizer have individuals or partners create an original composition representing what life
was like for people of color based on Martin Luther King Jr.’s work and the theme, then and now in order to show
how people’s choices can affect their world.
3. Write an artist statement, using domain specific vocabulary, describing the choices they made and how their
artwork reflects the theme.
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Explore / Experiment / Develop Craft
1. Students learn about the principle of design, balance by watching the following video, Principles of Design:
Part 1-- Balance by Arturo Toledo, Total Training, http://www.youtube.com/watch?v=WZQpbVG0gYU
*For more information about the principles of design refer to principles of design definitions under resources.
2. Working in small groups, students practice using the principle of balance to create a composition. Give each
group one 12x18 piece of black construction paper and 3 different colored squares of varying sizes. Give students
5-10 minutes to arrange the pieces to create a collaborative composition. For an additional challenge have students
create a new composition focusing on all the principles of design.
3. Working in small groups, students practice working with paper as a medium. Give each group several sheets of
black construction paper, scissors, clear tape and the handout on ways to manipulate paper.
4. Students practice working with black, gray, and white paper to create the value scale.
Share
1. Have groups explain the choices they made when creating their collaborative compositions.
2. Have groups explain the choices they made when manipulating paper and creating the value scale with different
shades of construction paper.
3. Display student artwork and artists statements in January for Martin Luther King’s birthday. Almanac of Martin
Luther King Jr.’s observed birthday, http://www.almanac.com/content/when-martin-luther-king-jrs-birthdayobserved
*Optional- -Students can submit their artwork to the MLK Art competition. *see flyers for details
Reflect / Assess / Revise
1. Using a rubric, place students with a partner for peer editing of their artist statements.
2. Before submission of their final composition have students observe a partner’s artwork using visual thinking
strategies. Using the feedback from their partner, students make any revisions to their final composition.
3. Evaluate students’ final artwork and artist statement using the visual arts and writing rubrics. *see resources
Formative Assessment of the Visual and Performing Arts Content
1. Look for multiple ways students experiment with manipulating paper
2. Check for understanding of the elements of art and principles of design
3. Use the visual arts and writing rubric to evaluate compositions
Formative Assessment of ELA
1. Listen for domain specific vocabulary in student discussions
2. Edit student writing using the writing rubric
Summative Reflection
Teacher:
How did my students show their understanding of Martin Luther King Jr. and the theme, then and now?
Describe how the student’s artwork showed their understanding of how the choices of others can affect them?
How did learning about the principles of design affect my student’s artwork?
How did using limited art supplies affect my student’s artwork?
How did studying the life of Martin Luther King Jr. change my student’s perspectives?
Student(s):
Reflections about the big idea
How did learning about the principles of design affect your artwork? How did using limited art supplies affect your
artwork? How did studying the life of Martin Luther King Jr. change your perspective on the way people of should
be treated?
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Resources:
Moving Day, by Norman Rockwell
The Bus of Shame, by Ma Ly
Segregated Water Fountains by Elliot Erwitt
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Principles of Design: Definitions
(1) Balance: The arrangement of elements so that the parts seem to be equally important or
interesting. Includes concepts of symmetry, parts arranged the same on both sides and asymmetry,
parts arranged differently on each side. Other types of symmetry, reflection, rotation, translation,
glide-reflection, etc…
http://fac-web.spsu.edu/math/tile/defs/symmetrytypes.htm
(2) Contrast: Differences and diversity create interest and excitement. Contrast is the
juxtaposition of opposing elements. Includes the concept of variety, combining elements of art in
different ways to create interest.
(3) Emphasis: The use of colors, textures, or shapes to give visual weight and direct your
viewing towards a particular part of the image. Includes the concept of dominance, emphasis of one
aspect over all the other aspects of design.
(4) Movement: Points of interest pull the viewer's eye to the important parts of the design.
(5) Rhythm: Intentional, regular repetition of design elements to achieve a specific repetitious
effect or pattern.
(6) Proportion: The relationships in size of one part to the whole and one part to
another. Includes the concept of perspective, a system of representing three-dimensional objects on a
two-dimensional surface.
(7) Unity: The total visual effect of a composition achieved by the careful blending of
the elements of art and the principles of design. Includes the concept of harmony, emphasizes the
similarities of separate but related parts.
Images taken from:
1. http://www.educ.kent.edu/community/vlo/design/principles/index.html
2. http://www.writedesignonline.com/resources/design/rules/rhythm-pattern.html
3. http://www.fotopedia.com/items/flickr-562946325
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Ways to manipulate paper:
Add your own words.
ROLL
CURL
FOLD
FRINGE
PLEAT
TWIST
TWIRL
WEAVE
LOOP
PINCH
PIERCE
BRAID
CRUSH
_____________________
_____________________
____________________
_____________________
_____________________
_____________________
____________________
* Images taken from, “Paper as Art and Craft," The Complete Book of the History and Processes of the Paper Arts," by Thelma R. Newman, Jay
Hartley Newman and Lee Scott Newman. For more images go to the following link,
http://shediggesart.wikispaces.com/Paper+Manipulation+Techniques
Techniques for working with paper:
Curling and braiding paper: http://www.ehow.com/video_12223111_paper-art-manipulation-techniques.html
Research paper art and paper sculptures:
http://mylifescoop.com/2012/11/08/10-amazing-paper-artists-you-should-know/
http://www.hongkiat.com/blog/masters-of-paper-art-and-paper-sculptures/
http://www.designsponge.com/2013/02/25-amazing-papercut-artists.html
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Visual Arts Rubric
Visual Arts Rubric for Creating Compositions
Category
3
2
1
0
Theme
Clearly
communicated
understanding of the
theme with insightful
explanations
articulated in the
artist statement.
Partially
demonstrated
understanding of the
theme with partially
developed
explanations
articulated in the
artist statement.
Did not clearly
communicate
understanding of the
theme with few
explanations
articulated in the
artist statement.
Did not include an
artist statement
with artwork.
Creativity
Created a unique or
original piece of
artwork representing
your individual style
and/or technique.
Created a piece of
artwork with some
originality
representing your
individual style
and/or technique.
Created a piece of
artwork by
replicating another
artist with little or no
originality
representing your
individual style
and/or technique.
Did not complete
or create an
original piece of
artwork.
Skill
Created an original
work of art
emphasizing effective
use of the elements of
art and the principles
of design.*
Created an original
work of art
emphasizing an
emerging use of the
elements of art and
the principles of
design.*
Created a work of art
emphasizing little or
no understanding of
the elements of art
and the principles of
design.*
Incomplete work
of art showing no
understanding of
the elements of art
or the principles of
design.
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Writing Rubric
Writing task rubric taken from Fresno Unified School District, 2nd Grade Scope and Sequence Unit 2
http://beta.fresnounified.org/dept/sss/curr/ela/ELA%20Scope%20and%20Sequence/2nd%20Grade%20Scope
%20and%20Sequence%20Unit%202.pdf
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