Teacher name: Lauren Bakker

Lesson title: Zodiac Animal Swallow Tail Kites

Time frame: 4 classes
Sequence Theme/Big Idea: The rich history and culture of Chinese
traditions plays a role in the creation of art and art history
Grade level: 3rd
Lesson Narrative:
Chinese culture and traditional Chinese art has had such a huge
influence of the Western world. Their use of materials and techniques
has given way to new ways of making artwork and has influenced
artists throughout history. The Chinese Zodiac is a very interesting part
of the Chinese culture. This calendar of sorts tells us more about
ourselves and what might be going on around us, making us more self
aware and true to ourselves. In historical Chinese culture kites were
first used as tools of communication in the military and then
transitioned into a more recreational use that we are more familiar with
today. The kite was first invented because of the invention of paper.
Theyve transformed from the more traditional Swallow Tail kite design
into extraordinary shapes and colors.
Lesson Rationale:
This lesson introduces the new concepts of the Chinese Zodiac and the
importance of kites in the Chinese culture. It also utilizes the elements
and principles of art and color theory that students have learned
through their elementary years and are familiar with.
Key Concepts:
1. The Chinese Zodiac is a 12-year cycle of animals, each with their
own significances and personality traits.
2. The elements of art and principles of design influence the design
and brainstorming process of making art.
Objectives:
1. Students will make a sketch using the zodiac animals, line and
color to make a traditional inspired Chinese Swallow Tail kite.
2. Students will create a symmetrical kite.
3. Students will draw their design with pencil, outline with sharpie
and erase all their pencil lines.
4. Students will use colored pencils to color in their kite design.

Standards:
Indiana Standards:
3.6.1 Demonstrate refined perceptual skills in the production of
artwork.
3.6.6 Demonstrate respect for personal work and the work of others.
3.7.1 Apply elements (line, shape, form, texture, color, and space) and
principles (repetition, variety, rhythm, proportion, movement, balance,
emphasis) in artwork that effectively communicates ideas.
3.8.2 Create artwork utilizing concepts, subject matter, or the sign
systems of other disciplines.
3.8.3 Identify and compare similar concepts or principles found in
visual art and other art forms.
Ohio Standards:
2PE Identify the relationships between and among selected elements
and principles of art and design.
1PR Demonstrate skill and expression in the use of art techniques and
processes.
5RE Use feedback and self-assessment to improve the quality of
personal artworks.
Materials:
10x15 drawing paper (25)
Pencils
Sharpies
Erasers
Rulers
Colored Pencils
Blank white sketch paper
Scissors
Lesson Vocabulary:
Analogous Colors: Colors that sit next to each other on the color wheel
Primary colors: Red, Yellow, Blue
Secondary colors: Green, Orange, Violet
Line: a mark thats longer than it is wide
Symmetrical: when something looks the same on both sides

Historical/Multicultural Exemplars:
In historical Chinese culture kites were first used as tools of
communication in the military and then transitioned into a more
recreational use that we are more familiar with today. The kite was first
invented because of the invention of paper.
Visual Culture Component:
Students will apply their knowledge of the elements of art and color
theory in order to create their own Swallow Tail kites.
Procedure:
Hook: I will show students a slide presentation and engage them
in an open discussion on the topics presented.
Dialogue:
Day 1: Presentation and Planning
Following my presentation I will ask students to begin brainstorming a
kite design using one or more zodiac animals and different kinds of
lines
Day 2: Making the final kites
Students and I will go through a step-by-step process together as a
class to make our symmetrical kites. This will most likely take the
entire class time, but any remaining time can be spent drawing the
design on the final kite.
Day 3: Work Day
This class time will be spent drawing and outlining the designs of the
kites
Day 4: Coloring/Finishing Touches
This class time will be spent coloring using colored pencils.
Sketchbook/Artists Journal Motivation:
Since students dont have sketchbooks, they will create their
sketch on a loose-leaf piece of blank drawing paper. Their
motivation is draw a zodiac animal while also incorporating
different kinds of lines in their design
Closure:
Students will take a short matching quiz that reviews all of the
vocabulary terms that they learned or reviewed during this
project.

Adaptations/Special populations:
For special and exceptional learners I will adjust the assignment
based on their specific needs. Prior to the lesson I will identify
which students might need/benefit from any special
accommodations, and speak to their paraprofessional about their
abilities. It is my goal to have all my students participate in the
lesson and create a final piece.