Will Whitten

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Class: Mrs. Anderson Gr.6/7                          Date: November 27^th, 2017

Topic: Collective Expression-Bullying            Subject: Arts Education (Collective)

 

Collective Expression – Bullying

 

Content  

Students will develop a strong understanding of what bullying means to them. They will explore bullying through an art strand of their choice whether that be Dance, Drama, Music, or Visual Art, and will collaborate with other group members. The inquiry question that each group will have to respond to is: Using arts expressions, how can we show values of generosity and belonging while responding to acts of bullying?

 

Outcomes and Indicators

Outcome: CP6.1: Create dance compositions that express ideas about identity and how it is influenced (e.g., factors such as pop culture, cultural heritage, peer groups, personal and family interests, gender).

1. Use inquiry in dance to extend understanding of identity (e.g., examine how pop culture trends influence youth identities).

Outcome: CP6.6: Collaborate on a drama that expresses ideas about identity and how it is influenced (e.g., factors such as pop culture, cultural heritage, peer groups, personal and family interests, gender).

1. Use inquiry in drama to extend understanding about identity and how it is influenced.

Outcome: CP6.9: Create sound compositions that explore relationships between music and identity (e.g., factors such as pop culture, cultural heritage, peer groups, personal and family interests, gender).

1. Use inquiry in music to extend understanding of relationships between music and identity.

Outcome: CP6.10: Create visual artworks that express ideas about identity and how it is influenced (e.g., factors such as pop culture, cultural heritage, peer groups, personal and family interests, gender).

1. Use inquiry in visual art to extend understanding of identity.

 

Assessment

Students will be informally assessed on their group participation and understanding of the concept of bullying through their artistic expression using Dance, Drama, Music, or Visual Art.

 

Lesson Preparation

Equipment/Materials:

-Poster board

-Markers/Crayons

-Computer

-Sound System

-Paper (for students to write their lyrics on)

-Pencils

-“To this Day” by Shane Koyczan (https://www.youtube.com/watch?v=ltun92DfnPY)

-“I am stronger” Unkle Stronger (https://www.youtube.com/watch?v=gkaxbaX1WAE)

 

Bullying Song Examples

• Brave-Sara Bareilles
• True Colors-Artist Against Bullying
• Hopeful-Bars and Melody
• Mean-Taylor Swift
• Mean Girls-Rachel Crow
• Gold – Britt Nicole
• Who Says- Selena Gomez

 

Presentation

Set: ( 30-35 minutes)

•   Class will begin with students watching a poetic video called, “To this day” by Shane Koyczan (8 minutes). Before starting the video, remind students to pay close attention as they will be responding to this video afterwards.
•   Students will then be asked to write a reflection piece regarding what they saw in the video. They will be given a prompted question.

Think of examples in your own life where you have seen or experienced bullying in your personal life, in your classroom, and in your community. What did you do and how did you feel?

•   Students will be told that this is not for sharing purposes and only to hand it in to the teacher once completed.
•   Give the students about 10 minutes to write.
•   Once the papers have been handed in to Mr.Whitten or Ms.Elder, we will begin discussing the roles of bullying.
•   Ask students if they know the roles of bullying. (Bully, Victim, Active Bystander and Passive Bystander)
•   There will be a brief discussion on what each role plays in a bullying situation.
•   Discussion will move on to discussing two areas from the Circle of Courage; Generosity and Belonging.
•   Students will be asked: How can we use the values of generosity and belonging to address issues of bullying?

Development: ( 35-40 minutes)

•   Time to create!
•   Students will be asked the following question: Using Music, Dance, Visual Art, and Drama, how can we show values of generosity and belonging while responding to acts of bullying?
•   Students will be given an option for which strand they would like to create in.
•   They will then be told what the task would be in each strand.

Music: Students will rewrite lyrics to any song of their choice that involve bullying.

Dance: Students will create a dance that represents the issue bullying with either a song about bullying or an instrumental track of any song of their choice. (If students are stuck on song choices, use the list that is provided in Materials that they can choose from).

Visual Art: Students will create a poster that answers the inquiry question. (If students are stuck on whay type of poster they would like to create give them examples such as, PSA Posters, Paintings or Drawings of how bullying feels, Positive Responses).

Drama: Students will be asked to create a dramatic performance/skit that represents bullying. Remind students that there must be a beginning, middle, and end, and that there must be established roles.

•   Students will be asked to divide themselves into what art strand they would like to work in whether that be Music, Dance, Visual Art, or Drama.
•   Landing-Drama, Hallway-Visual Art, Landing-Music, Classroom-Dance
•   Students will be giving roughly 35-40 minutes to work on their creation.
•   Mr.Whitten and Ms.Elder will be checking on each group and observing the process.

Closure: (20 minutes)

•   Each group will now be asked to share their creation.
•   The audience members will be reminded of the roles of an audience member which are to be quiet, listen, and clap when they are finished.
•   We will then ask from each group one thing they liked about the presentation and one suggestion.