Telling Stories Through Objects - Brooklyn Children's Museum

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■ RESOURCES AND REFERENCE MATERIALS ■ Vocabulary Words aboriginal: related to the native peoples of Australia. account: a report or record of an event or a description of a situation. casket: a box or coffin. Chinoiserie: An imitation Chinese style fashionable in Europe particularly in the 18th century. crook: a staff used by a shepherd to hook the legs of sheep to guide, assist, and control them. depict: to make a picture of something in words, images, movement, or another medium. diary: a record that someone writes every day about what he or she did or thought that day. emerge: to come out of. fiction: writing that comes from the imagination and is not necessarily based on fact. flail: a farmer’s staff with attached beaters used to strike grain to knock the edible kernel free from the husk that surrounds it. goldweight: a sculptured metal object that is placed on one side of a scale to act as the counterweight to a certain amount of gold dust, which would be placed on the other side of the scale. ink stone: a flat stone used by Asian brush work artists to grind sticks of dried ink into powder form and add water to make liquid ink. journal: a diary, but often with more extended and reflective statements about one’s daily events and thoughts TELLING STORIES THROUGH OBJECTS 22 legend: like myths, legends originated in the past and often feature supernatural characters; unlike myths, legends generally do not have a religious cast. myth: a story, often about gods and goddesses, told in the distant past and preserved through oral tradition, that tries to explain origins or the reasons for the way things are. porcelain: china made from extremely smooth and fine white clay proverb: a pithy statement expressing a truism about everyday life. report: a written document or oral presentation describing events or summarizing reading or research. represent: to create or be an image of something; also to symbolize or typify something. spindle: a weighted stick that is used to spin fiber into yarn or thread story: a written or oral account of an event or course of events that may be real or fictional tale (folk tale; fairytale): a short, simple narrative like a story but with more emphasis on events, sometimes magical events, than on the personalities of the characters. timbre: the distinctive quality of a voice or sound; a tone color. tone: the pitch of a voice; the quality of a voice. wick: a bit of cloth or cord that extends from a pool of flammable liquid such as olive oil, usually in the body of a lamp, to a spout were it burns the oil slowly and provides light.
■ RESOURCES AND REFERENCE MATERIALS ■ Arts Arts Arts Arts Arts Arts Arts Correlations with New York State Learning Standards The activities included in this guide meet the following New York State Learning Standard Performance Indicators for elementary students (K–5): New York State Learning Standard Performance Indicators (Elementary Level) Standard Area Standard # Subject Letter Students will English Language Arts ELA ELA ELA ELA ELA ELA 1 1 1 3 3 4 4 1 1 1 1 1 1 2 Visual Arts Visual Arts Visual Arts Visual Arts Visual Arts Visual Arts Visual Arts Listening & Reading Listening & Reading Speaking & Writing Speaking & Writing Speaking & Writing Speaking & Writing Listening & Reading a b d a b a c Experiment and create art works, in a variety of mediums (drawing, painting, sculpture, ceramics, printmaking, video, and computer graphics), based on a range of individual and collective experiences Develop their own ideas and images through the exploration and creation of art works based on themes, symbols, and events Reveal through their own art work understanding of how art mediums and techniques influence their creative decisions Explain their reflections about the meanings, purposes, and sources of works of art; describe their responses to the works and the reasons for those responses Explain the visual and other sensory qualities (surfaces, colors, textures, shape, sizes, volumes) found in a wide variety of art works Look at and discuss a variety of art works and artifacts from world cultures to discover some important ideas, issues, and events of those cultures Create art works that show the influence of a particular culture Gather and interpret information from children's reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps, and diagrams Ask specific questions to clarify and extend meaning Present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts Select a focus, organization, and point of view for oral and written presentations Use details, examples, anecdotes, or personal experiences to explain or clarify information Observe basic writing conventions, such as correct spelling, punctuation, and capitalization, as well as sentence and paragraph structures appropriate to written forms Read aloud accurately and fluently, using phonics and context cues to determine pronunciation and meaning TELLING STORIES THROUGH OBJECTS 23 Activity 1 2 3 4 5 6 7 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
Page 1 and 2: Portable Collections Program Tellin
Page 3 and 4: ■ CHECKLIST: WHAT’S IN THE CASE
Page 5 and 6: ■ INFORMATION FOR THE TEACHER ■
Page 13 and 14: Hold Emerge Hope Fix Listen Enter I
Page 15 and 16: PREDATORS AND PREY 13 What color or
Page 17 and 18: MASKS 15 What color or colors is th
Page 19 and 20: ACTIVITY 4 All Grades Related Objec
Page 21 and 22: A Fragmented Story: The Blue Willow
Page 23: ACTIVITY 7 Additional Activities an
Page 27 and 28: ■ RESOURCES AND REFERENCE MATERIA
Page 29 and 30: The Myth of Osiris An Ancient Egypt
Page 31 and 32: Cupid and Psyche (continued) By thi
Page 33 and 34: The Necessity of Salt An Austrian f
Page 35 and 36: The Dreaming Prince (continued) sev
Page 37 and 38: The Game Board (continued) "Here,"
Page 39 and 40: How the Kiwi Lost Its Wings (contin
Page 41 and 42: How the Hopi Indians Reached Their
Page 43: Acknowledgments Beth Alberty Chrisy

Telling Stories Through Objects - Brooklyn Children's Museum

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