Monster Match

9.1 Standard: Production, Performance and Exhibition

J. Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.

Know and use traditional technologies (e.g. charcoal, pigments, clay, needle/thread, quill pens, stencils, tools for wood carving, looms, stage equipment).

Know and use contemporary technologies (e.g. CDs/software, audio/sound equipment, polymers, clays, board-mixers, photographs, recorders).

K. Know and use traditional and contemporary technologies for furthering knowledge and understanding of the humanities.

Lesson Topic/Theme: Monster Match

Overview: The students will first be introduced to various works of art using the monster theme. An opportunity for discussion and comparison of these works of art will be included. For the students will have the opportunity to not only practice their descriptive writing skills and collage technique but also to use contemporary technologies throughout this lesson.

Keywords: monsters, collage, internet, language arts, elementary

Learning Objective(s):

*The students will have the opportunity to successfully use the following contemporary technologies throughout this lesson: Microsoft Word, Internet/ e-mail and scanner.

*The students will successfully write, using Microsoft Word, a descriptive paragraph based on teacher designed parameters of a monster.

*The students  will successfully "log on" to the Internet and use the e-mail function to send their paragraph to a previously determined anonymous student in another fifth grade classroom.

*The students  will visually interpret their partner's monster paragraph through the use of the collage technique.

*An exhibition of all 'monster-match' collages will be displayed.  The students who wrote the descriptive paragraphs will attempt to identify their partner's "monster-collage."

Assessment-Task Criteria:

Advanced

• In addition to meeting the criteria for proficient, students will select one of the following:   write a script for a one act play or use various tools to enhance visual presentation of descriptive monster paragraph,

Proficient

• The student’s descriptive paragraph clearly communicates to their partner their own original idea of their personally described monster.
• The student uses Microsoft Word processing program to type the paragraph.
• Student demonstrates the use of the Internet to send their descriptive paragraph to their assigned partner.
• The student incorporates all descriptions from their partner's paragraph using the collage technique.
• The student will evaluate his/her own descriptive paragraph by identifying the completed work of art created by their partner.
• Each student will evaluate the success of their descriptive skills based on their partner's 'monster collage.'

Basic

The student adequately completes the  project.

Below Basic

The student's project was not completed.

Adaptations

Assistance will be determined based on the individual needs of each special needs student.  (e.g.  repetition of the tasks, rereading the list of descriptive paragraph requirements, etc.)

Materials

Traditional :  Paper, pencil, glue, 9 x 12 black oak tag for background, various papers (cellophane, foil, neon, wallpaper samples), burlap, fabrics, beads/seeds, etc.

Technology Resources:  Computer (s) with word processing and Internet capabilities.

Resources:  Selected art prints and slides of monsters, gargoyles, etc. Suggested books with monster-type illustrations and stories. 

Warm-Up:  A selection of music will be playing in the background to enhance the desired atmosphere as the students enter the art room.  Props, art prints and slides will be on display for observation, motivation and discussion.

Procedure:

Teacher preparation:  Prior to the first scheduled 'Monster Match' class, the art teacher must determine the partners from two different third grade classrooms and assign individual anonymous e-mail addresses.

• The students are given a suggested list of items that may be included in their descriptive paragraph of their monster.  (i.e. size, color, texture, anatomical parts (claws, tail, etc)).
• The students write and revise their descriptive paragraph about their monster using  a word processing program.
• The students will receive their partner's predetermined e-mail addresses and send their approved descriptive monster paragraph. 
• The partners will receive monster e-mails and print out a hard copy.
• Based on their partner's descriptive paragraph the students will construct a 'monster collage' using available materials.
• All the 'monster collages' will be placed on display.
• The students will view the 'monster collage' exhibition and identify which monster was created based on their descriptive paragraph.

Reflective time

The students will write a reflective paragraph describing what they like about their paragraph and their collage and what they would do differently if they were asked to do this project again.

Correctives

Based on the teacher's suggested list of specifications for the student's monster, revisions may be made to the paragraph.

Extensions

Two-dimensional 'monster collages' may be scanned and placed on the district website for viewing by parents and community.

Three-dimensional 'monsters' may be photographed with a digital camera and placed on the district website.

Upper grade levels:  This project could be designed to create a three-dimensional end product.  The creation of the monster could be created on various computer programs such as:  Mac Paint, Adobe PhotoShop.

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