Artisan Exchange: Creating, Trading, and Discussing Artworks
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Artisan Exchange: Creating, Trading, and Discussing Artworks

Grade 1EnglishMathSocial StudiesHistoryArt12 days
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The 'Artisan Exchange: Creating, Trading, and Discussing Artworks' project for first graders integrates subjects such as English, math, social studies, history, and art over 12 weeks. Through creating artworks that express personal and cultural stories, students engage in simulated trade fairs to better understand trade concepts, cultural appreciation, and artistic techniques. This project aims to enhance students' communication, writing, and inquiry skills, along with their ability to tell time and classify goods in an economic context, using collaborative activities to explore both personal expression and cultural insights.
ArtTradeCultureCommunicationCollaborationCreativityEconomics
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we create and trade art pieces to better understand cultures, express our own stories, and learn about the importance of trade in sharing art with others?

Essential Questions

Supporting questions that break down major concepts.
  • What is art and why do people create it?
  • How do artists share their work with others?
  • What is trade, and how does it help people access different types of art?
  • Why is it important to learn about other cultures through their art?
  • How can we express our own stories and ideas through art?
  • What materials and techniques do artists use to create their work?
  • How does trading art compare to trading other goods and services?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will understand the concept of trade and its importance in accessing art and cultural goods.
  • Students will develop the ability to express personal stories and cultural contexts through creating art pieces.
  • Students will improve collaborative conversation and inquiry skills by discussing art pieces and trade concepts.
  • Students will learn to identify and classify different types of goods and services, especially in the context of art.
  • Students will enhance their writing skills through creating informative texts about their art and its cultural significance.
  • Students will explore and apply artistic techniques and materials to create meaningful art pieces.

Common Core Standards

CCSS.ELA-LITERACY.SL.1.1
Primary
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.Reason: The project involves discussions about art pieces, trade concepts, and cultural relevance, aligning with developing conversation skills.
CCSS.MATH.CONTENT.1.MD.B.3
Secondary
Tell and write time in hours and half-hours using analog and digital clocks.Reason: Students can discuss timelines of art creation through history and trade planning, tying time-telling into scheduling trading events.
CCSS.ELA-LITERACY.W.1.2
Primary
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.Reason: Students create informative presentations or write-ups about their art pieces and cultural context, supporting writing skills.
CCSS.ELA-LITERACY.RI.1.1
Secondary
Ask and answer questions about key details in a text.Reason: Facilitates inquiry into texts about art history or cultural practices, enabling students to ask questions about these details.

C3 Framework for Social Studies

D2.ECO.3.K-2
Primary
Identify goods that people consume.Reason: Understanding and identifying art as goods helps students grasp basic economic concepts of consumption and trade.

Arts Education Standards

1.2.1 Visual Arts
Primary
Create and express ideas and experiences through the production of art.Reason: Directly aligns with the creation of art pieces and the expression of personal stories and cultural insights through art.

Entry Events

Events that will be used to introduce the project to students

Trade Fair Kick-off

Begin the project with a simulated trade fair where students bring items from home to trade. This event will spark curiosity about why people trade goods and its relevance to art as a tradeable commodity.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Trade Fair Art Piece

This initial activity involves students creating their own art piece to be shared during the simulated trade fair event. The focus is on expressing personal stories or cultural backgrounds through art.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the concept of trade through a simple story, explaining how people exchange items they have to get items they want.
2. Discuss the topic, 'What is art and why do people create it?' to lead into the project.
3. Guide students to think about their own background and what makes their story unique.
4. Provide art materials and allow students to freely create a piece inspired by their personal story or culture.

Final Product

What students will submit as the final product of the activityAn art piece reflecting a personal story or cultural aspect ready for the Trade Fair.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Arts Education Standards 1.2.1 (Create and express ideas through art).
Activity 2

Time for Trade

In this activity, students will learn about time-telling by planning the timing of their trading event, reinforcing their understanding of schedules and time planning.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce time-telling on analog and digital clocks through a group exercise.
2. Practice telling time to the hour and half-hour with student peers.
3. Plan a specific timeline for the 'Trade Fair' event where students will exchange their art pieces.

Final Product

What students will submit as the final product of the activityA schedule for the Trade Fair event, including planned times for each part of the trade session.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.MATH.CONTENT.1.MD.B.3 (Tell and write time using clocks).
Activity 3

Goods and Trade Detectives

Students explore and classify different types of goods, focusing on art as a tradeable item, to understand basic economic concepts of consumption and trade.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the concept of goods and services through child-friendly stories or videos.
2. Discuss how art can be a good that people exchange like other commodities.
3. Facilitate a sorting activity where students classify different goods, emphasizing art.

Final Product

What students will submit as the final product of the activityA categorized chart showing art as a good compared to other items, illustrating trade concepts.

Alignment

How this activity aligns with the learning objectives & standardsMeets D2.ECO.3.K-2 (Identify goods that people consume).
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Artisan Exchange Portfolio Evaluation

Category 1

Artistic Expression and Creativity

Evaluates the ability to convey personal stories and cultural insights through art creation, focusing on creativity and personal expression.
Criterion 1

Art Piece Creativity

Measures the originality and personal expression reflected in the student's art piece.

Exemplary
4 Points

The art piece demonstrates exceptional originality and creativity, effectively expressing a personal or cultural story.

Proficient
3 Points

The art piece shows creativity and clear expression of a personal or cultural story.

Developing
2 Points

The art piece shows some creative effort, but the personal or cultural story is not clearly defined.

Beginning
1 Points

The art piece lacks originality and does not effectively express a personal or cultural story.

Criterion 2

Use of Artistic Techniques

Evaluates the student's ability to apply artistic techniques and materials to create a meaningful art piece.

Exemplary
4 Points

Demonstrates excellent use of artistic techniques and creative use of materials to create a meaningful art piece.

Proficient
3 Points

Uses artistic techniques effectively, creating a well-crafted art piece.

Developing
2 Points

Applies some artistic techniques with partial success.

Beginning
1 Points

Limited use of artistic techniques; minimal creativity in material use.

Category 2

Understanding of Trade Concepts

Assesses comprehension of trade concepts, including the identification and classification of art as a good.
Criterion 1

Knowledge of Trade

Evaluates understanding of trade concepts and identifying art as a tradable good.

Exemplary
4 Points

Shows comprehensive understanding of trade concepts, with clear ability to classify art and other goods.

Proficient
3 Points

Understands trade concepts and can classify art and other goods accurately.

Developing
2 Points

Shows partial understanding of trade concepts; some classification errors.

Beginning
1 Points

Limited understanding of trade concepts; struggles with classification of goods.

Category 3

Collaborative Conversation and Inquiry Skills

Measures students' ability to engage in discussions and collaborative planning around their art and trade activities.
Criterion 1

Engagement in Discussion

Assesses participation in collaborative conversations about art and trade.

Exemplary
4 Points

Actively engages in discussion, offering valuable insights and encouraging others.

Proficient
3 Points

Participates in discussion, contributing relevant ideas.

Developing
2 Points

Participates sporadically, with limited contributions to discussions.

Beginning
1 Points

Rarely participates in discussions, requires prompting to engage.

Category 4

Writing and Informative Presentation Skills

Evaluates ability to create informative texts or presentations about their art and cultural significance.
Criterion 1

Informative Writing

Measures effectiveness in writing about art and its cultural context.

Exemplary
4 Points

Produces detailed and insightful writing that thoroughly explains the art piece and its cultural significance.

Proficient
3 Points

Creates informative writing that clearly explains the art piece and its cultural background.

Developing
2 Points

Writes with some informative detail, but lacks comprehensive explanation.

Beginning
1 Points

Provides minimal or unclear information about the art piece and its cultural context.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on your experience creating art pieces based on your personal story or culture. What did you learn about expressing yourself through art?

Text
Required
Question 2

How well do you understand the importance of trade in sharing art and culture with others after participating in the Trade Fair?

Scale
Required
Question 3

Which part of the project did you enjoy the most, and which part did you find the most challenging?

Multiple choice
Optional
Options
Creating the art piece
Planning the Trade Fair
Learning about goods and trade
Collaborative discussions
Question 4

Reflect on how participating in discussions about art and trade with your classmates has improved your conversation and inquiry skills.

Text
Required
Question 5

How did learning about time-telling and scheduling help you prepare for the Trade Fair event?

Text
Required