This is an educational and interactive Community ARTS Resource Exchange. Please feel free to download any information that may benefit a community arts program in your area. We would love your input... Introduction Lesson 1 Beads Lesson 2 Social Studies Activity Background Lesson 3 Visual Arts Art Making Lesson 4 Black History Activity Lesson 5 Black Artists Lesson 6 Music & Dance Lesson 7 Reflections Background Bibliography Click on images to see a larger version. Pages Created by: Paul Hillman Couldn't open /users/web/artscare/web/cgi-bin/2023.06.log so I'm bugging out.. [TextCounter Fatal Error: Could Not Write to File _yoruba_chapter_7_shtml]		Lesson Seven: Reflections - A Written Composition Lesson Plan Objectives: Adhering to the Arizona Standards for Language Arts, each participant is to write at least two paragraphs on what she/he has learned from this total lesson unit. Complying with the Six Trait Analytical Writing Rubric for this written composition will give each participant practice in preparation of the AIMS Test. This written reflection can serve as an assessment tool of learning for the overall project. Teacher/Student Activity Overview: It is suggested that teachers format the written reflections to the Six Trait Analytical Writing Rubric. Student work produced for the AIMS extended writing piece will be scored using the Six Trait Analytical Writing Rubric developed by the Northwest Regional Laboratory (NWREL). This rubric identifies and evaluates six traits, or characteristics, of effective writing on a six point scale, with 6 the highest score and 1 the lowest. This rubric was selected primarily because it is researched-based, provides specific information about student performance, and is supported with classroom instructional activities developed by NWREL. It is not specific to a particular mode or genre of writing; it is designed to provide consistent scoring method based on recognized characteristics of effective writing common to all genres. It would be beneficial for teachers and students not only to be familiar with the six trait rubric so that the expectations for writing will be clearly understood, but also the student will gain experience using it in the classroom. It provides an effective, consistent measure of student writing, and acts as a means to improve writing skills. (Listing of the Six Traits will be provided at the end of the suggested questions that may be used to facilitate these writings.) Student Activity: A two paragraph written composition is suggested at the conclusion of all the Yoruba/Black History lesson unit activities. Help the students by giving them guiding questions and review the vocabulary words that have been listed at the end of lesson # 2. These questions have been broken into 2 specific topics for discussion. Discuss the clothed, wooden form that you created: What person or super hero did the form (spirit) of the wood suggest for you to make? (Was it a male or female form?) How did you dress it? Why did you choose the materials you used? (Feathers, ribbon, etc.) What beads did you use; and why did you select those particular beads? What mood did the color of the beads suggest that you selected to use on your beaded and wooden form? What culture is representational of your wooden form? What name did you give your form? If you were to redo your wooden form again, what would you change? Address the overall lesson unit/What did you learn from this art history, art inquiry and art making project: What did you learn about the people of Nigeria? How is Nigerian art different than art in your community? What did you learn about your ancestors? Did you enjoy the making the dressed wooden form? Did you enjoy the drum music you heard and the African dancing you did? How did it make you feel when you heard this music or did the dancing? (Sad, Happy, Excited, No special feelings, etc.) Do you have anything else you would like to discuss in this writing? Vocabulary definitions taken from http://www.dictionary.com Ancestor - one from whom descent is derived; especially, such person further back in the line than a grandparent Culture - the sum total of the behaviors and activities of any specific group of people, including their implements, arts, religious values and beliefs, traditions, stories and language. Equator - an imaginary line around the Earth forming the great circle that is equidistant from the north and south poles Parable - a short allegorical story designed to illustrate or teach some truth, moral lesson or other abstract meaning through the action of fictitious characters that serve as symbols. Patriarch - A man who rules a family, clan, or tribe Savanna - a tract of level land covered with low vegetation; a treeless plain Time Zones - One of approximately 24 longitudinal divisions of the globe, nominally 15 degrees wide, in which clocks show the same time. Some zones follow the boundaries of states or territories, others differ from neighbouring zones by more or less than one hour. Topography - the physical features of a region of land Tradition - the passing down of elements of a culture from generation to generation, especially by oral communication Yoruba - a number of semi-independent peoples loosely linked by geography, language, history, and religion Click here for additional teacher background information.