ART DETECTIVES

JOINING, SHARING, AND CELEBRATING: HOW WE SOCIALIZE

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Joining, Sharing, and Celebrating: How We SocializeHuman beings are social: we need our families, friends, and communities in order to live happy lives. While the ways we come together might look different across eras and cultures, we share a common desire to be in one another’s company and contribute to our communities. Whether it’s making new friends or helping out at school, social interactions reflect who we are and what matters most to us. The art objects that comprise the How We Socialize program represent a variety of people, time periods, and places. Some are depictions of social interactions, while others are works of art used in ceremonies and celebrations; some are objects that were once common, while others are objects of prestige. No matter the time, place, or purpose, however, each tells the story of a moment of human connection.

Key Concepts

• Works of art reflect our society and the ways we interact with one another.• Art objects tell us a lot about social customs.• The similarities and differences in works of art show us how people interact in

different cultures across the world.

Learning Targets

• I can collaborate with my peers to observe and analyze works of art.• I can ask questions about and demonstrate knowledge of information that is

presented visually and orally.• I can demonstrate my understanding of certain art processes and mediums.• I can write or draw to make connections between another culture and my own.

Standards Addressed

• Listed on each activity

21st Century Skills

• Think Creatively• Reason Effectively• Communicate Clearly• Collaborate with Others

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How to Use These MaterialsThe following pre- and post-visit materials are designed to extend the How We Socialize program beyond the Art Detectives classroom visit. While these activities complement one another and function as a longer curriculum for How We Socialize, we know that every classroom has different needs; for that reason, we’ve designed these materials so that teachers might pick and choose which particular activity (or two, or three!) might best enrich their students’ experience.

ART DETECTIVES

JOINING, SHARING, AND CELEBRATING:HOW WE SOCIALIZE

PRE-VISIT MATERIALS

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Vocabulary and Crossword FunGrade Level: 3 and above

Time: 20 minutes

Materials

• Pencil• Puzzle that follows

Process

Use the vocabulary below to complete the crossword puzzle on the following page.

• An armband is a decorative cuff or band that’s worn on the upper arm. It may be beaded, woven, or made from leather.

• A bandolier is a long belt-like object that is worn slung across the chest. Bandoliers were often worn to carry belts of ammunition, but these are often more symbolic now.

• Cane is a tall grass that can be used to weave objects like baskets.• A ceremony is an act of importance usually performed during a special occasion. • Cowrie shells are small, smooth shells that are often white and look like

porcelain. In many cultures, like some in Africa, the shells were used as money.• Etching is a printmaking process that involves an artist drawing lines onto a

metal or glass plate and then using acid to cut those marks into the surface. The etched plate is then used to make prints on paper.

• A gourd is a small plant that has a hard shell. When dried, it can be used to make musical instruments, containers, and decorations.

• A parlor is a lot like a living room. It is a place where people gather to socialize.• Pewter is a metal that has a silver color and was used to make many objects in

the home like cups, spoons, and plates.• A print is a work of art on paper. It is usually made by transferring ink from a

carved surface, like a metal or glass plate, onto paper.• �Raffia is a plant fiber that comes from certain types of palm trees. It is woven to

make a wide range of objects including hats, bags, baskets, and other things we might wear or use.

• Seed beads are very tiny glass or metal beads with small holes. To string them, you usually need a thin needle called a beading needle.

• Sepia is a reddish-brown color often seen in very old photographs.• A tankard is a large drinking cup with a single handle.

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Name: __________________________________

Across

3. Decorative cuff worn on the upper arm

5. Plant fiber from palm trees

7. Small, smooth shells

9. A reddish-brown color in old photographs

10. Work of art on paper

11. Type of printmaking process

13. Long, belt-like object that is worn slung across the chest

Down

1. Like a living room

2. Large drinking cup with a single handle

4. Tall grass used to weave objects like baskets

6. An act of importance

8. Tiny glass or metal beads

10. Silver-colored metal

12. Small plant with a hard shell

3

87

11

9

13

12

10

1 2

5

6

4

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Visual Arts: Exquisite CorpseFor this “social,” collaborative activity, students will create portraits—of people or creatures or both!—with one another. Working together on teams of four, students will make this series of imaginative drawings as teams…and without seeing what their teammates have drawn!

Grade Level: K and above

Time: 60 minutes

Materials

• Sheets of long white paper, one per student (12” x 18” or longer)• Colored pencils• Optional: crayons, pastels, watercolors

Standards Addressed

Arts and Humanities: VA:Cr2.1.K-8, VA:Cr2.1.I-III, VA:Re7.2.K, VA:Re7.2.3, VA:Cn11.1.1, VA:Cn10.1.4, VA:Cn11.1.6-8

Process

1) Separate students into groups of four.2) Provide each student a sheet of paper and have them divide it into four

sections, lengthwise.3) Explain that the first person should draw the head in the top box—without letting

anyone in their group see what they’re drawing!4) Once the student has finished the top box, she will fold that box backward so

that it is hidden and the next student doesn’t see it.5) Each person in the group exchanges pages in a clockwise rotation.6) Without looking at the first box, the second student draws a neck and upper

body (to the waistline) in the second box. 7) Again, the student folds this section backward so the next artist won’t see it.

The group again exchanges.8) The third student completes the lower body (waist to knees) in the third box

and in a similar fashion.9) The fourth student completes the legs below the knees, feet, and ground.10) When the rotation is complete, students unfold their sheets and discover the

group of portraits they created.

Optional Writing: As a group, write a story about the community to which these four different characters belong. Who are they and how do they know each other? What is their relationship to one another? What is an adventure they’ve had?

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Language Arts: Social ScenesWe often hear people say that “humans are social creatures.” It’s true! Across the world and in every culture, people need their families, friends, and communities in order to live happy lives. Each of us also contributes something to these groups to which we belong—something students will explore in the following activity.

Grade Level: K-3; 4 and above

Time: 60 minutes

Materials

• Pen or pencil• Paper (for grades 4 and above)• Worksheet (K-3 or 4 and above)

Standards Addressed

Writing: W.K.1, W.1.1, W.2.1, W.3.4, W.4.4, W.5.4, W.6.4, W.7.4, W.8.4, W.9-10.4, W.11-12.4

Social Studies: SS-EP-1.3.2

Process

Create a comic strip using words and pictures that show us how you socialize with your family, your friends, and your peers. It can be humorous or serious, but create a unique story about what kind of social person you are and how you contribute to your community.

Students in grades 4 and above then write a short, separate personal narrative that tells the story of the ways they have contributed to their community—in the park, at school, at church, at the baseball field, etc. The writing should:

• Explain what their different communities are• Provide details about their contributions• Be organized and logical

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Social Scenes K–3

Name: __________________________________Think about how you socialize and how you help your community. Then draw and write about these below!

How I Help My Family

How I Help My Friends

How I Help at School

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Social Scenes (4 and above)

Name: __________________________________Using words and images, create a narrative that tells a story about one way you contribute to your community.

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Social Studies: Family or Friend InterviewGrade Level: 3 and above

Time: 60 minutes

Materials

• Pen or pencil• Worksheet

Standards Addressed

Social Studies: SS-EP-2.1.1, SS-EP-5.1.1, SS-06-2.1.1, SS-HS-5.1.1

Speaking and Listening: SL.3.1, SL.4.1, SL.5.1, SL.6.1, SL.7.1, SL.8.1, SL.9-10.1, SL.11-12.1

Process

For this assignment, students will show a family member or friend four different images, each of which is an item from the How We Socialize crate. The student will ask their interview subject some questions about the images; they’ll then record their answers on the attached worksheet. When students return with their completed worksheets, the teacher can ask students to report their data. He/she may ask students to raise their hands to show whether the people students interviewed chose object A, B, C, or D for each answer (and, if desired, record what they report).

The teacher will then facilitate a discussion about the class findings. The discussion might address the following questions:

• Which answer from the person you interviewed surprised you the most?• Would you have answered any of the questions differently than the person

you interviewed?• Which object are you most curious to see in person?• Which object do you have a question about? (Students may wish to record

their questions; they can bring them up in discussion with the Art Detectives facilitator!)

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How We Socialize: A Creative Conversation

Name: __________________________________Directions: Find a family member or friend with whom you’d like to have a conversation about art. Show the person the four images that follow. You may talk about which ones are most interesting to each of you. Record their answers below.

1) Which object is your favorite? Why?

2) Which object looks to have the most interesting medium, process, and purpose? Why do you think it is the most interesting?

3) Which two objects look like they came from similar cultures? Why do you think so?

4) Which object would you like to know more about? What would you like to know about it?

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C

B

D

Thumb piano Necklace

Couple in Parlor, printDouble cup

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JOINING, SHARING, AND CELEBRATING:HOW WE SOCIALIZE

POST-VISIT MATERIALS

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Visual Arts: Music Makers and Shakers

The Kuba people created various instruments from materials found in their environment. Using what they had available to them, they made rattles, thumb pianos, and other instruments that were important to how they celebrated in their community. The Kuba people also incorporated meaningful colors and patterns into some of their creations. For this activity, students will also utilize available materials, create a functional musical instrument, and design it with an eye toward patterns, symbolism, and color.

Grade Level: K and above

Time: 60 minutes

Materials

• An assortment of recyclable containers (one for each student). Possibilities include:

º plastic water bottles with lids (these work great as maracas; students can fill the bottles, cut a toilet paper roll and roll it tight to form a handle, then secure the handle to the lid of the bottle with bright duct tape)

º two-liters (for larger shakers) º yogurt containers (smaller rattles) º boxes with lids (drums or shakers) º oatmeal containers (drums)

• Duct tape• Toilet paper rolls (for those who want to create “handles” for their instruments)• Filling for instruments: dried beans, dried pasta, seeds, coffee beans, rice, paper

clips, small erasers, pop tabs from aluminum cans, etc.• Note cards (one per student) • Any assortment of decorations:

º Paint, brushes, and water º Scraps of tissue paper, glue and brushes º Markers º Yarn, beads, feathers, stones, glitter, felt pieces, magazine pages,

photographs, etc.

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Visual Arts: Music Makers and Shakers, continued

Standards Addressed

Arts and Humanities: VA:Cr2.1.K-8, VA:Cr2.1.I-III, VA:Re7.2.K, VA:Re7.2.3, VA:Cr1.2.4 , VA:Cr2.3.I, VA:Cr1.1.5, VA:Cr1.2.K

Process

1) Students each receive a container with the explanation that they’re to work with the materials available to them. Like the Kuba people, students will have to use their creativity!

2) Students should then think about their favorite holiday. 3) Next, they will design a musical instrument that could be used to celebrate it.4) As students decorate their instrument, they should consider how they might

incorporate symbolism, shapes, or text that relate to their holiday. They can choose colors that represent the holiday or numbers that are important (for instance, the number of beans in a “rattle” might correspond to the date that it should be celebrated).

5) Students can also experiment with sound: How should they fill their instruments? Which sounds are most interesting? If they’re working on more than one instrument, how might they make each sound different but complementary?

6) When students are finished, they should write a short description of their instrument on their note card. Each one should give the object’s title, the holiday it corresponds to, and the symbolic choices they made.

7) At the end, students should place their note cards with their particular object and display them in the classroom. Students can then tour the classroom “mini-museum” and see what their peers invented.

Modifications

I’m With the Band: Using the same supplies as listed above, students work in groups of four to create four different instruments for their imaginary “band.” Students can think about whether the instruments should look similar or different, which colors they want to use to represent their band, and what their band’s name is. Each group presents their instruments and band name at the end of class.

Archeology Dig: Using the same supplies as listed above, students think about a previous society or group of people they’ve studied in class. Without telling their peers, they then create an instrument that an archaeologist has “found.” Students should incorporate clues to the particular culture by using specific colors, patterns, drawings, or symbols. Once their instrument is complete, they then create an archeologist’s “clue card” to give three hints as to where the instrument “came from.” Students display their instruments and clue cards for their peers. The class then tours the instruments by walking around the room, seeing which objects’ backgrounds they’re able to identify.

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Language Arts: A Dramatic MomentGrade Level: 3 and above

Time: 60 minutes

Materials

• Pen or pencil• Paper• Images (below)

Standards Addressed

Writing: W.3.3, W.4.3, W.5.3, W.6.3, W.7.3, W.8.3, W.9-10.3, W.11-12.3

Art and Humanities: VA:Re7.2.K, VA:Re7.2.1, VA:Re7.2.3, VA:Re8.1.2, VA:Cn11.1.4, VA:Re7.2.8, VA:Re9.1.6, VA:Re8.1.I-III

Although the three above images from the Speed Art Museum’s collection differ greatly in style, each painting depicts people in various social situations. These are people talking, observing, and interacting with others. For this particular activity, students will choose one of these images they wish to work with; then, using their observational, analytical, and creative thinking skills, they’ll write a monologue from the perspective of one particular figure in their chosen image.

Walter UferAmerican, 1876 –1936Bob Abbott and His Assistant, 1935Oil on canvasBequest of Mrs. Walter Ufer 1947.13

Marc ChagallFrench, born Belorussia, 1887–1985Waiting (L’Attente), 1967Oil on canvasBequest from the Nancy Batson Rash and Dillman A. Rash Collection 1998.19.1

James TissotFrench, 1836–1902Waiting for the Ferry at the Falcon Tavern, about 1874Oil on canvasGift of Mrs. Blakemore Wheeler 1963.41

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Language Arts: A Dramatic Moment, continued

Process

1) As a class, discuss the three images. Ask students to first make observations, sharing what they notice. Some questions to consider:

• Who are the people in each painting? What kind of people are they?• Why are the people in the painting together? Are they family, friends,

or strangers? • Which is the most interesting person to you? Why?

2) Students then choose the painting they’d like to focus on in their writing assignment.

3) Without telling their peers which painting they’ve chosen, students should then choose a character whose story they’d like to tell.

4) Students will write a first-person monologue (“I see,” “I feel”) from the perspective of their chosen person (*depending on grade level, this response may be anywhere from a few sentences to a page in length).

5) This monologue should help us understand what the person is thinking about while there with the other people in the painting. Are they happy to be there? Sad? Is it a special moment? An everyday moment?

6) Encourage students to focus on sensory details (what their figure is seeing, hearing, and smelling in the world of the painting).

7) When the narrative is complete, students can share their work with the class/within small groups and have their peers guess who each writer was writing about!

Modifications

What Happens Next?: Students complete the discussion of the three paintings and choose their favorite. They also choose the character from whose perspective they’d like to tell a story. However, instead of writing about the moment in the painting, students will write about the moment right after the painting. In other words, students will need to imagine not only what might be occurring in the image but also what might happen immediately after. (If students need a first line, they can begin with “Then suddenly…” or “The next thing that happens…”).

Keeping Secrets: Students complete the activity as written above, except the monologue begins, “What nobody knows is….”. The writer then explores a secret that the character in the painting is keeping.

Dramatic Dialogue: Working in pairs, students choose two “characters” within any of the paintings for which they’d like to write a conversation. As students write/plan, they should think about what those two share in common, what’s different about them, and how they relate to one another (are they friends? Strangers?). When students have completed their mini-plays, they can then “perform” their pieces aloud for the class with each partner playing one role.

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Social Studies: Celebrate a New Way!This activity invites students to reflect on the geography, history, and culture of where they live (or, if they choose, where their family originated). Using what they know about the resources, customs, significant events, and values of that particular place, students will invent a new holiday, including the ways it should be observed by their community. For this activity, students may collaborate in pairs, small groups, or work individually, depending on the teacher’s preference; this can also be adapted to different grade levels.

Grade Level: K and above (see “Modifications” for K-2)

Time: 60 minutes

Standards Addressed

Social Studies: SS-EP-2.1.1, SS-EP-5.1.1, SS-HS-5.1.1

Reading: RI.3.10, RI.4.10, RI.5.10, RH.6-8.4, RH.9-10.10, RH.11-12.10

Materials

• Poster board or butcher paper for each student (or one per pair/group)• Research materials (library or online sources)• Markers or colored pencils• Worksheet

Process

1) Using information provided by the teacher or after engaging in their own research, students should complete the attached “fact sheet” about their particular community.

2) Students are then prompted to consider the following:You’ve been put in charge of creating a new holiday, one that your entire town will celebrate. It’s up to you to decide:

• What or who will the holiday honor based on what you know about your community?

• What will people call it?• When will it be celebrated?• Will there be a ceremony?• How will it be celebrated? (Certain food, music, gatherings in special

places, ceremonies, clothing, gifts? What kind?)

3) Using markers or pencils, students design a new billboard that will introduce the community to the new holiday.

4) As they design their billboard, students should think about which images to include that will help people understand what it is and why it is important.

5) Once students have completed their new holiday, they can display and share their finished product with the class.

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Social Studies: Celebrate a New Way! continued

Modifications

Greeting Card (K-2): Students come up with an invented holiday, one that might connect to their town (but not necessarily). They should consider 1) what they want to celebrate (National Candy Day, Pet a Horse Day, Be Nice to Students Day, etc.) and 2) why people might be excited to celebrate it. Using paper, crayons, or other art supplies, students should then make a card wishing someone a “Happy________ Day.” Students should color their card and write a message inside to whomever they choose (Mom, a cousin, a friend).

A Holiday Message: Students complete the research/fact sheet portion of the activity above. They also spend time brainstorming about and then inventing a new holiday for their community to celebrate. However, rather than creating a billboard, students write a letter to a friend or relative in another town describing how they celebrated this holiday for the first time. They should include details about what the holiday is about, who they spent it with, and what they ate/wore/etc.

Ready for Primetime: Students complete the research activity above in groups of four. However, instead of creating a poster for their new holiday, students create a three-minute “commercial” (presentation) that introduces their community to the holiday.

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Where I Live: Fact Sheet

Name: __________________________________Please write or draw an answer to complete the following.

Where I live, we are famous for…

You might find these birds or animals…

We are proud of…

We love to celebrate by…

One important thing that happened here in the past is…

A well-known person who came from here is…

A cool fact about where I come from is…

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Context: Supplemental Videos, Links, and Other Materials

Kuba People of the Democratic Republic of Congo

• Encyclopedia Britannica: a brief description• Trip Down Memory Lane Blog: photos, culture, history• Governors State University Blog: history and discussion of objects

Celebrations Across the World

• Games Around the World• Holidays Around the World: Scholastic website that explains differences• Citizenship for Kids: website about community and responsibility

Art and Process

• Etching versus engraving: a brief article that explains the difference

Societies Across the Globe

• Newspaper Map: explore how cultures live across the world by clicking on newspapers from various countries

• If It Were My Home: website that lets you compare life in your country to life in another

• 360 Cities: panoramic photos of cities across the globe