THEME: COMMUNITY
SUBJECT: VISUAL ART           
ARTIST: RYDER HENRY
GRADE: recommended 3rd-12th grade
 
OBJECTIVES
Students identify components of a community. 
Students understand how individual contributions can come together to make a whole.
 
KEY QUESTIONS
1. What does community mean to you?
2. How do you make a community? What do you need?
2. What parts of a community can you see? Is there a part of community that you can’t see?
3. What communities are you a part of?
 
VISUAL REFRENCES
1. Diaspora, (2014) Ryder Henry
 
ACTIVITY:
Ask each student to draw a community they are a part of. Think about what is inside that community (are there houses, a school building, pets, roads, a post office, a play ground, etc.?). After everyone has finished their drawings ask the students to pick one thing from the drawing to transform into a sculpture. Students can build the sculpture from found objects. How do you choose one thing? Is it the most important thing?  Is it a thing you think no one else will bring to the community? Is it easy to build? Can a community exist without your building or object? When everyone has made his or her individual sculpture, have the students come together and use their individual sculptures to create one large group community. Talk about how seeing the objects together changes how the meaning and look of the individual objects.
 
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PENNSYLVANIA CORE STANDARDS
VISUAL ARTS
(9.1.3.A-9.1.12.A)
-know and use the elements and principles of each art form to create works in the arts and humanities
 
(9.1.3.B-9.1.12.B)
-recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts
 
(9.1.3.D-9.1.12.D)
-use knowledge of varied styles within each art form through a performance or exhibition of unique work
 
(9.1.3.E-9.1.12.E)
-demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts