Treasure Maps: Pirate Fun For All!

by Elizabeth Van Allen for scribblesbyartteachervanallen.blogspot.com

*first posted in 2016, this lesson has been updated for grades 2-3 e-learning in 2020, but can be used & modified for any and all grade levels

This exceptional project from a first grader used multiple points of view!

What's mysterious, full of intrigue, and lots of fun to both make and use?  A Treasure Map, of course!  Maps have been used for thousands of years around the world in all different cultures as a tool to help communicate location from one person to another without having to speak directly to them.  During our standardized testing window one year I decided to create a project that could be modified to be appropriate for all ages.  All you need to do is keep it simple for younger artists & add more challenging details for older ones.  In 2020 I realized that it was also a perfect project for all of my safer-at-home E-Learners! This treasure map project can be made as simple or complicated as you want, and can be tied in with geography/social studies, math, language arts, and/or science.  It can be made in any language and with any materials available, with lots of mess or an easy clean-up.  The treasure map is an easy way to build student buy-in in the classroom or involve & excite kids (and adults) at home. 

Rampello K-8's Spirit Week Map

Materials:

• Practice paper
• Pencil & Eraser
• Paper for the map (white, manilla, brown paper bag, tea-stained, textured, any type and size you want to use!)
• Drawing media that shows up well against your background paper (markers, paints, oil pastels, crayons, construction paper crayons, etc.)

A little sparkle or shine goes a long 

way!  We used dried markers to 

apply tiny metallic tempera details. 

• Optional: metallic paint, glitter glue, sequins, ribbon or yarn, magazines for collaging, really anything you have laying around the house.  Get creative & crafty, or at least give them the opportunity to do so! 

This second grader
included a map key!

Good To Have On Hand: 

(Resources & Preventative Measures)

• Compass Rose
• Map- any type will do, just check your car's glove box!  This comes in handy as a real-life example of how a compass rose, map key, and areal view can be used.  This is also a great tie-in with geography and giving & writing directions.
• Old fashioned map examples with sea creatures and symbols. (find online)
• Smock/apron and wipes or damp paper towels (if using paint or glue)
• Newspaper or large plastic place mats (for easy clean-up)

One of my favorite "hazard" details from a very creative first grader

Process/Directions:

Third grade compass rose

1. If you are tea-staining or aging your paper in any way, do this first and practice drawing any details you want to include while the paper dries.
2. Decide on a size and shape for your paper.  Are the edges torn or cut?  Will it be rolled into a scroll or folded?
3. Draw a compass rose near one of the corners (good opportunity for a geography cross curricular tie-in)
4. Draw an island, archipelago, peninsula, or shoreline- basically you want part of your map to be land and part should be water.
5. X marks the spot!  Experiment with different ways to show your X: wooden planks, swords, palm trees, old-timey lettering etc. 

   

   I am still amazed that a
   first grader drew this!

6. Place your ship off the coast.  It can be anything from a dinghy to a multi-masted tall ship.  Don't feel limited to drawing, you can cut and paste from a printout or collage together a boat if you're so inclined!   
7. Represent different geographical landmarks through drawing or collage (trees, caves, quicksand, cliffs, rocks, mountains, volcanoes, rivers, waterfalls, ponds, swamps, etc.)
8. Draw a dotted line from your docking point to the X, winding it through and around the geography of your island.
9. Show the water on the map through different types of waves.

   

   A great example from a fifth grade
   artist showing waves just off-shore.

    One good way to show water is through a set of layered dashed lines clinging tightly to the shoreline.  Start them small and tight near the shore, then loosen and lengthen them a few layers out.
10. Add in some details like sea monsters, canons on deck, flags, treasure chests etc. 

 SUNSHINE STATE STANDARDS

VA.2.C.2.1- Use appropriate decision-making skills to meet intended artistic objectives.

VA.2.S.1.1- Experiment with tools and techniques as part of art-making processes.

VA.2.S.3.2- Demonstrate growth in craftsmanship through purposeful practice.

VA.2.H.2.1- Identify differences or similarities in artworks across time and culture.

VA.2.H.3- Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields.

VA.2.F.1.1- Use imagination to create unique artwork incorporating personal ideas and selected media.

This fourth grader really got into the details on her map!

“You're An Actual Teacher, Not Just An Art Teacher!”

by Elizabeth Van Allen 

for scribblesbyartteachervanallen.blogspot.com/

That statement, made by an English teacher, was honestly meant as a compliment. I decided to take it as it was intended. Until this was said to me, I didn't realize that my peers had no idea that my education in art and teaching was on par with or exceeded their own. I know that many art teachers (and music, PE, computers, etc.) often feel overlooked and under-appreciated. The truth is that we are required to be highly educated, qualified, and certified teaching professionals; often in more grade levels and with more subjects to cover than our 'core' teaching counterparts.

This all began near the beginning of the second semester when one of my co-workers was literally run over by a student who was chasing her friend around the classroom. The teacher ended up having emergency surgery and was on a health leave for the rest of that year. After a few weeks of unsuccessful substitutes, my principal made an executive decision and re-assigned several teachers to his classes for the rest of the year.

I was assigned to take over one of that teacher's 7^th grade Social Studies classes with about a day's notice. After I had been with these students for about a week, a friend of mine started relaying positive comments about my teaching style that were made to her by another colleague. This pleasantly surprised English teacher's classroom happened to be on the other side of our shared folding wall. For anyone out there who has not had the pleasure of teaching in a school with fold-away walls, they do almost nothing to dampen the sound between two rooms. In the short time that I had been teaching in that room this previously out of control class that did nothing but yell, sing, fight and break things in the classroom was coming to class relatively on time, staying there, raising their hands to ask questions and adhering to a very rigid routine every single day. I used this opportunity to open a dialogue with my colleague next door. He soon started observing the class and taking notes on what I was doing to facilitate such progress, and I was happy to share my time and techniques with him.

The secret to my success with this class was simple. I provided these students with the same type of structure and firm adherence to rules that I use in my art classroom. My consistent behavior facilitated an atmosphere of respect and high expectations. Our routine was set in stone and the students knew what to expect every day. It's not that I had some magic formula, I simply enforced and reinforced my expectations of respect until it sunk in. It also didn't hurt that I don't flinch at calling any parent for negative behaviors or positive progress, be it after school or during class.

Classroom management in the art room should not be dependent on promises of paint, clay, or any other special material or experience. In fact, an art teacher's classroom management has to include having control over potentially dozens of children who are all using messy stuff and getting them all to clean up after themselves on a schedule. That we art teachers are 'actual teachers' is an understatement in my opinion. None of us are perfect and every class has different needs, but with honest dialogue between colleagues and minds that are open to different ideas, together we can make any class want to succeed.