Water: A Source of Life and CulturePrint this Page
- Subject(s): Language Arts & Literature, Social Studies & Geography, Arts & Music
- Region / Country: Africa
- Grade Level(s): 9–12
- Related Publication: Water in Africa
- Duration: 1-2 class periods
Students will use primary and secondary sources to research water as a feature of culture. Using text and photos from Peace Corps Volunteers serving in various African countries, students will uncover the role water plays in shaping daily life. Students will analyze the material and create symbols that summarize their findings. Symbols will be collected and arranged to make a contemporary work of art.
- Water in Africa website (or photocopies of the essays and photos)
- Map of Africa
- 5 graphic organizers:
- "Where Do Artists Get Ideas?"
- "Water in Daily Life: Our Culture"
- "Water in Daily Life: Another Culture"
- "Symbols of Water: Our Culture"
- "Symbols of Water: Another Culture"
- "Guiding Questions"
- Evaluation of Art Product
- Chalkboard or overhead projector
- 12"x 24" black construction paper
- Tape or tacks to mount symbols
- X-acto knives (optional)
- Cutting boards (optional)
- Read and analyze primary and secondary sources and interpret how they relate to the essential questions.
- Record primary and secondary sources about water and create symbols to represent the information.
- Organize the symbols in a format that communicates an idea or concept.
- Photomontage: is the process (and result) of making a composite photograph by cutting and joining a number of other photographs
1. Introduce the activity by distributing the first graphic organizer, "Where Do Artists Get Ideas?" Give students 10–15 minutes to complete the organizer on their own, then incorporate students' ideas into an organizer for the entire class (using the chalkboard or an overhead projector). Emphasize the fact that artists are inspired through different avenues, and artists often must research a topic before creating a work of art. Art not only heightens our aesthetic sensibilities; it can also raise our awareness about specific issues.
2. Inform students that they will create a work of art based on how the natural resource water affects cultures.
3. Ask students to consider how water shapes their daily life, community, and culture. Distribute the graphic organizer, "Water in Daily Life: Our Culture."
4. Use the "Guiding Questions" to help students respond to the topics.
5. Divide the class into groups of four students and distribute the chart "Symbols of Water: Our Culture." Have each student in the group choose two topics from their chart "Water in Daily Life: Our Culture," such as recreation or transportation. Instruct the groups to work together to ensure that all topics are covered and there is no duplication of topics.
6. Have each student expand upon the two topics chosen from the chart "Water in Daily Life: Our Culture," and record a more detailed description in the first column titled "What is important" in the chart "Symbols of Water: Our Culture."
7. Introduce the essential question "How can symbols be used to communicate an idea or concept?" Ask students to explain the meaning of a symbol. (A symbol can be defined as a simplified expression of a complex idea or meaning.) After defining the term, ask students to give examples of symbols that they see on a daily basis. Prompt a discussion with questions such as, Why are symbols used? Can symbols be misunderstood? What could cause the misunderstanding of a symbol?
8. Have students choose one symbol from each of the organizers, representing water in our culture, and water in the culture of an African community.
9. Distribute two sheets of black construction paper to each student, asking the students to draw the outline of each symbol on separate sheets. Symbols should be cut from the same size paper and should fill the entire piece of paper in order to maintain consistency in size. The neutral black paper is used to achieve high contrast silhouettes and reduces misinterpretation of the symbols. (The use of color would require an additional lesson on color symbolism.)
10. After outlining the symbols, students cut out the shapes. To add more details to the symbols, students may cut out shapes within the silhouette to help define the symbol.
Peace Corps Volunteers may be invited to class to further discuss water as a feature of culture.
Have students mount their collection of symbols on the wall and begin to consider the meaning created by the collection. Alterations and additions can be made if needed. Collections should be mounted in a manner that will facilitate comparing two different cultures and regions.
Framework and Standards
- How can a photograph distort reality?
- How is art used to influence the thoughts and beliefs of people?
- Language Arts Standards
- NL-ENG.K-12.2 : Understanding the human experience
- NL-ENG.K-12.3 : Evaluation strategies
- NL-ENG.K-12.4 : Communication skills
- NL-ENG.K-12.8 : Developing research skill
- NL-ENG.K-12.9: Multi-cultural understanding
- Technology Standards
- NT.K-12.2: Technology communication tools
- NT.K-12.5: Technology research tools
- Geography Standards
- NSS -G.K-12.2: Places and regions
- NSS -G.K-12.5: Environment and society
- Visual Arts Standards
- NA-VA.9-12.1: Understanding and applying media, techniques and processes
- NA-VA.9-12.5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
- NA-VA.9-12.6: Making connections between visual arts and other