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Sim's Cities - 5th grade (would work wonderful at the middle school level)

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Keywords: art, video, pod cast, computer, commercial vs fine arts
Subject(s): No
Grade P-K
School: Washington Intermediate, Red Oak, IA
Planned By: Susan Noonan
Original Author: Susan Noonan, Red Oak
Sim’s Cities

National Standards
1. Understanding and applying media, techniques, and processes.
a. Student is able to use materials to create an art form.
b. Student is able to follow directions in using new materials.

2. Using knowledge of structure and functions.
a. Student is able to apply knowledge of color and shape to create projects
b. Student will use form, line, drawing, sculpture, etc. as needed to complete projects.

3. Choosing and evaluating a range of subject matter, symbols and ideas.
a. Student uses symbols for city’s identification.
b. Student uses research materials to help when designing project.

4. Understanding the visual arts in relation to history and culture.
a. Student reviews and uses historical information to develop the story of their city.
b. Student applies their current knowledge of rules of conduct to their city development.

5. Reflecting upon and assessing the characteristics and merits of their work and the work of others.
a. Students/team will work on another student’s plan to see it through as if it was their own design.
b. Student/s will be able to talk about and vote on good designs.

6. Making connections between visual arts and other disciplines.
a. Student will see the connections between their city, historical factors and art used in their projects related to their city.
b. Student will be able to use math skills to make public art.

Iowa Teacher Standards:
Standard One – Academic Achievement
a City projects will be visible to public on-line b c d This is a project that whole class can participant in e Students will need to work together to make project work f Cities will improve atmosphere that student can use for other projects/subjects g Quips in newsletter/website will let parents and community know they are welcome to become involved in the project at school
Standard Two – Content Knowledge
a Setting up a theme to create parts that will create a whole project b students need to work together as a team to create this project c Project involves social studies, science, poetry, math, music and art d students work as individual for some projects and as a team for others
Standard Three – Planning
a b Contributing to the practice community will hopefully create a sense of success and future involvement in student’s community c Students have an interest in creating a project that will be here for a long time/sense of belonging d all students can be involved at some level e students are able to research, plan, execute and enjoy the end results of project.
Standard Four – Delivery
a Meets national standards and current core curriculum b c Most students are able to handle any part of the project. Changes have been made to benefit each level and class differences d This project has many parts that will given a variety of experiences e This project uses prior knowledge of a student’s community, other home building projects as well as groups like boy and girl scouts. f projects are researched, planned and executed as individual/team.
Standard Five –Monitor Learning – Assessment
a assessment will be based on individual to group work b student evaluation will be part of the report card c same as a d same e same f This project has been done with other teachers assisting as needed.
Standard Six – Classroom Management
a This project will take team work b Student behavior must be in control in order to participate in this project c Class rules are posted; students were informed of criteria in order to continue with this project due to the nature of it’s independence and cooperative nature; also because there are representing a community effort d Several projects are being used at one time to use time effective and meet art curriculum objectives e Students have been told that working safely is most important in this project since it will involve working with tools and materials that are new to them. Adult and High school students have been recruited to assist in the effort.
Standard Seven – Professional Growth
a Questions are answered because this is new to all of us. b c d Project meets National Art Standards as adopted by the local art standards.
Standard Eight – Professional Responsibilities
a b Articles about project on website(part of district goal) c same d e Collaboration with students, families, colleagues and community for enhancing students’ learning with this project.

Task Description:
Students will create a city for their table in art class. They will work together to set up this city by establishing some governmental rules for their table. Projects will be done in groups, small groups and individual.

Project One - Create and write 3 rules for getting along, discussions and decision making at their table. Choose and vote on a name for their city. Teacher rule: can’t chose a name that is already in use, must be original. Student will design a mascot based on information they are given. Each student will turn in a design for a mascot but group will vote in one mascot.
Materials: Drawing paper, crayons, 6X6 cube (flat to start) from posterboard

Project Two – Students will discuss the need for a city to have green spaces. Students will write down three types of green space they believe their city should have available to citizens. Birdhouses will be drawn by each student. Birdhouses need to be outside the box (original and different). Students will collect and donate recycled materials to make birdhouses. The best designs may be made into birdhouses from materials that will be recycled.
Materials: 1. Drawing paper, crayons
2. Recycled materials

Project Three – Music In the City
Your city is known for it’s designer music. You have several famous instrument makers and composers as well as bands. Today you will be composing a simple song (piggy back song) and planning an instrument from recycled materials to help you perform that song. Next week you will be making your music video for broadcast. Check your packet for more information.

Project Four - Businesses and Advertising (Game, Drink(soda), Snack Food, Vehicle, Cell Phone Designers, Flower Shop) Ad Design

Project Five – Tourism Brochure
List 5 city sights that are important to your city and surrounding area. Examples are parks, historical sites, historical buildings, amphitheater, fine arts center, theater(not movie), conservation centers, famous person’s home, museum, other. Students will draw, photograph, alter photos using Kodak Easyshare and creature brochure on the computer. Student may use a blank form or a starter form.
Materials: Drawing paper, colored pencil/crayons/markers
Tools: digital camera, computer

Project Six – Public Art
Students will be introduced to public art. They will look at and discuss public art. Each group will discuss types of public art. They will decide what kinds of public art will work for their community. Groups will chose 3 examples of current public art for their city and add it to their planning sheet. Decide where your art should be displayed in the city.

Information: Art can be realistic, abstract, or nonobjective (no subject matter)
Use model magic to design a sculpture for your city. Paint a mural idea.
Students will create a public art miniature based on Dale Chihuly’s shells.

Project Seven – Students will produce a video advertising their city through tourism. They will use businesses created via a scenario and photos that give them a picture of their city/town. These video will be placed on the school website for family and friends to view.
Materials: Design own props
Tools: digital camera with video, computer (borrow camera or video camera)

Project Eight –
Project Nine –
Project Ten –

Materials are listed above with each project as is the tools if needed.

Aesthetic questions: Where can art be found?
Art Critique: Do our projects fit the theme of Sim’s City?

Rubric Assessment:
Student uses research information before planning projects. Ask questions in class. Discuss projects with fellow students.
5 4 3 2 1
Student turns in plans that are readable, detailed and appropriate for each project.
5 4 3 2 1
Student participates in group projects in the classroom as a team-member.
5 4 3 2 1
Students assist in making projects, as a team-member.
5 4 3 2 1
Student’s satisfaction of his/her work (self-evaluation)
5 4 3 2 1

Proficient Artist - 21-25
Satisfactory Artist - 20–13
Emerging Artist – 12 and under
Cross-Curriculum Ideas
Social Studies, Government, Science, Music, History, Theater
More lessons can be added.
Materials: Flip Video, Batteries