[ THE PAPER AND THE INK ]
AUTHOR: LEONARDO DA VINCI
AUTHOR: LEONARDO DA VINCI
Embedded Files
Here you will find: ► Illustrations ► Fable (text, audio, video) ► Lesson plan
Once upon a time, a sheet of paper lying on top of a table with other similar sheets found itself covered in signs. A quill, soaked in black ink, had filled the sheet with numerous words.
“Couldn’t you have spared me this humiliation?” the sheet asked the ink.
“Hold it!” replied the ink. “I didn’t damage you. I covered you with words. Now you’re not just another sheet. You’re a message! You’re the guardian of human thoughts. You’ve become a precious document.”
A while later, someone went up to the table to tidy it and gathered all the sheets together in order to throw them away. Upon noticing the sheet with all those words in ink, they threw away all the blank sheets, keeping the only one which had been written on.
[ LESSON PLAN AND RESOURCES ]
[ LESSON PLAN AND RESOURCES ]
PEDAGOGICAL AIMS
PEDAGOGICAL AIMS
SOCIAL AWARENESS
Acknowledge your strengths and limitations with a sense of self-confidence and purpose.
SPECIFIC ABILITY
To develop interests and a sense of purpose.
MAKER CAPACITIES
Building the maker’s identity: being aware of the projected dimension of objects and systems, their purposes and intentions.
Using paper-making techniques.
THE ENVIRONMENT
The school as a place to appreciate and make art
1) ACTIVATE TO ENGAGE:
Explore with the children various ways of making ink with natural materials. See tips HERE.
Get ready for the story!
Ask the group if anyone has ever heard of Leonardo Da Vinci. Show them pictures with the characters of Da Vinci’s fable The Paper and the Ink, which can be found on Aperte o Play. The teacher may either tell the story to the class or present the audiobook version of the fable. These are different reading challenges: while the former encompasses listening to an audiobook without the aid of images, the latter relies on the teacher performing a storytelling session of the fable, duly supported by illustrations. A third option allows the teacher to press play for the students to listen to the recorded story, either in English or in Portuguese, while showing scenes of the fable. Choose the one that suits your group best!
>> Before telling the story:
Show students some types of blank sheets. Ask them, “What can we do with paper?” Allow them to play freely and watch how the children interact with the materials and with one another. Use this time to use the visuals and commands to work on language goals.
Show them the illustrations of the story and ask: “What do you think will happen in this story? Why do you think that?” On your bilingual class, help students use the target language by using strategies like echoing or paraphrasing. Press Play in a cozy place. Explore the feelings inspired by the story: joy, sadness, anger.
>> APERTE O PLAY in a cozy place. Explore the feelings inspired by the story: joy, sadness, anger.
>>After telling the story:
Show them the illustrations of the story and ask: “What’s going on? What do you see that makes you say that?"
>> Creating a Space to make and Display Art: Take the children to a space that will become their art exhibition corner. Display some blank canvases. Here are some questions for further investigation: "What do you see? What do you think? What do you wonder"
2) PLAY TO CREATE:
2) PLAY TO CREATE:
How can a canvas be used to convey a message?
Each child will represent a feeling (anger, sadness, relief, joy). Here it is possible to use the natural inks prepared in the activation phase.
Finally, teachers can jumble their students’ works and ask the students to use emojis to express what they think each drawing represents. Also, ask them to justify their choices: “Why do you think so?”
3) REFLECT TO SHARE:
3) REFLECT TO SHARE:
Rearranging the gallery - How are galleries usually organized? How cooler could they look? How could you make them more fun? The students are asked to look at photos of several galleries or visit virtual exhibitions.
After they have set up their own gallery, they may send out invitations so that other students, family members and friends can come and see their exhibition.
An interactive exhibition: visitors use emojis to identify the feelings they observe in each work. Here, it would be interesting to explore individual perceptions.
TAKING IT FURTHER
>> Resignifying objects;
>> Sending invisible messages;
>> Participating in The Dot Day movement;
>> Setting up a mini paper factory;
>> Exploring organic ink - creating marks for textures.
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