Design a Dinosaur City with Your Classmates
Exploring visual literacy through collage, imagination, and collaboration. Students will work individually or in small groups to analyze what a dinosaur needs and wants. What natural landmarks does it need? If a dinosaur lived in a city, what would it want?
Gallery Tour: Pee Dee History Gallery - River
Studio Activity: Dinosaur City Collage
State Standards by Discipline
Social Studies:
Standard 3: Utilize the college and career skills of an economist to understand how economic decisions affect one’s personal community.
Enduring Understanding: Fundamental economic concepts introduced in kindergarten are developed throughout social studies education and impact one’s everyday choices.
The student will: K.E.1 Identify and compare wants and needs. This indicator was developed to encourage inquiry into the differences between wants and needs and that different individuals have different wants and needs.
Science:
K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
Visual Arts:
Artistic Processes: Creating - I can make artwork using a variety of materials, techniques, and processes.
Anchor Standard 1: I can use the elements and principles of art to create artwork.
Indicator VA.CR AH.1.1 I can use some elements of art to communicate a story about a familiar place or object.
Early Works in Clay and Poetry in Pottery
Explore artifacts left behind. Why were they made and what were they used for? How did creations in clay change over time? What do they tell us about the people who made them?
Gallery Tour: Pee Dee History Gallery - River
Studio Activity: Pinch Pot Creation
State Standards by Discipline
Social Studies:
Standard 1: Utilize the college and career skills of a historian to study continuity and change over time in South Carolina.
Enduring Understanding: The similarities and differences within South Carolina, and the exploration of associated patterns between them, allow students to develop the foundational understanding that history involves continuities and changes in people from all backgrounds, and that patterns of history develop over time.
The student will:
1.H.3 Evaluate different sources of evidence used in historical inquiry, such as art, artifacts, digital sources, graphs, maps, oral histories, photographs/images, and texts.
Visual Arts:
Artistic Processes: Connecting - I can relate artistic ideas and work with personal meaning and external context.
Anchor Standard 6: I can identify and examine the role of visual arts through history and world cultures.
Benchmark VA.C NL.6 I can recognize differences in artworks from some cultures and time periods.
Indicator VA.C NL.6.1I can recognize that all cultures create art and explore elements specific to that culture/form.
The Secret Language of Trees
What can trees tell us and how do they? Students will consider the needs of what plants need and how trees can tell us if they received what they needed during their life.
Gallery Tour: Pee Dee History Gallery - River
Studio Activity: Tree Ring Art
State Standards by Discipline
Social Studies:
Standard 2: Utilize the college and career skills of a geographer to apply map skills and draw conclusions about the United States.
Enduring Understanding: The availability of resources and the physical features associated with them vary in different locations around the U. S. Students will connect these resources with various economic activities.
The student will:
2.G.2 Describe and compare various landforms over time within the U.S. through the use of primary and secondary sources
Science:
2-LS2-1. Plan and conduct an investigation to determine what plants need to grow.
2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur rapidly or slowly.
2-ESS3-1. Design solutions to address human impacts on natural resources in the local environment.
Visual Arts:
Artistic Processes: Creating - I can make artwork using a variety of materials, techniques, and processes. Anchor Standard 1: I can use the elements and principles of art to create artwork.
Benchmark VA.CR NL.1I can name and use some of the elements of art to express ideas. (line)
Indicator VA.CR NL.1.1 I can use some elements of art to communicate a story about a familiar place or object.
Fantastic Fossils
What is a fossil? How are fossils formed? What plants and animals lived in the Pee Dee region thousands or even millions of years ago? Explore fossils from animals and plants that lived in the Pee Dee region through a hands-on gallery experience. Dig deep into how fossils are made by creating an imprint and cast fossil in the Museum’s art studio.
Gallery Tour: Pee Dee History Gallery - River
Studio Activity: Fossil Imprints or Casts
State Standards by Discipline
Science:
Standard 3.L.5: The student will demonstrate an understanding of how the characteristics and changes in environments and habitats affect the diversity of organisms.
3.L.5B. Conceptual Understanding: When the environment or habitat changes, some plants and animals survive and reproduce, some move to new locations, and some die. Fossils can be used to infer characteristics of environments from long ago.
Colonial Pee Dee
Who were the people that lived in the Pee Dee during the Colonial Times? What was life like? How do we know? What do archeological finds tell us about this time in history? Compare and contrast yesterday in the Pee Dee to today. During your visit make your own colonial era inspired artifact.
Gallery Tour: Pee Dee History Gallery - River
Studio Activity: Colonial Era Artifact Creation
State Standards by Discipline
Social Studies:
Standard 1: Demonstrate an understanding of the settlement and colonization of North America, including South Carolina, between 1600–1730.
Indicator 4.1.CO: Compare the interactions among cultural groups as a result of European colonization. This indicator was developed to promote inquiry into how European colonization impacted the interaction among African, European, and Native American cultural groups
Native Americans of the Pee Dee
Who were the first humans to live in the Pee Dee Region? How were their lives different their ours? What clues about their lives have they left behind? Discover how archeologists find artifacts and what they can tell us. Look closer at how Native American Pottery patterns and Projectile Points assist in time frame identification.
Gallery Tour: Pee Dee History Gallery - River
Studio Activity: Coil Pot Creation
State Standards by Discipline
Visual Arts:
Artistic Processes: Connecting - I can relate artistic ideas and work with personal meaning and external context.
Anchor Standard 6: I can identify and examine the role of visual arts through history and world cultures.
Benchmark VA.C NL.6 I can recognize differences in artworks from some cultures and time periods.
Indicator VA.C NL.6.1I can recognize that all cultures create art and explore elements specific to that culture/form.
It’s Not Easy Being Green
Explore the history & complexities of South Carolina's agrarian society through an analytical tour of the Pee Dee History Gallery. What is indigo and how did it come to South Carolina? Students will observe first-hand the effect oxidation has on the indigo dyeing process through a dip & dye activity.
Gallery Tour: Pee Dee History Gallery - River
Studio Activity: Indigo Dip & Dye
State Standards by Discipline
Social Studies:
Standard 1: Demonstrate an understanding of the development of South Carolina during the settlement and colonization of North America in the period of 1500–1756.
Enduring Understanding: The Carolina colony was composed of indigenous, immigrant, and enslaved populations. Various factors across North America and the Carolina colony facilitated the eventual emergence of an American national identity.
Indicator 8.1.CE: Analyze the factors that contributed to the development of South Carolina’s economic system and the subsequent impacts on different populations within the colony.
Indicator 8.1.E: Utilize a variety of primary and secondary sources to examine multiple perspectives and influences of the economic, political, and social effects of South Carolina’s settlement and colonization on the development of various forms of government across the colonies.
Gallery Sketch Sessions with Optional Writing Session
What does observation teach us? How does it shape and/or influence our own work? Observe & learn from this closer look by creating sketches based off the work of other painters within the Museum's Collection. Optional personal artist statement writing session.
Gallery Tour: Focus Gallery or Special Exhibits Gallery Studio Activity: Gallery Sketch Session following Tour
State Standards by Discipline
Visual Arts:
Artistic Processes: Responding- I can evaluate and communicate about the meaning in my artwork and the artwork of others.
Anchor Standard 5: I can interpret (read) and evaluate the meaning of an artwork.
World Language Gallery Visits
Is language limited to the classroom? Or can it be used in other settings to describe or express opinions? Explore new spaces in which to put your language skills to use. Gallery tours will allow time for teacher facilitated pair share session in the target language utilizing vocabulary related to identifying objects, colors, expressing opinions and describing.
Gallery Tour: Focus Gallery or Special Exhibits Gallery
Studio Activity: Color wheel creation, labeled in target language
State Standards by Discipline
Modern World Language:
I can communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a variety of practiced or memorized words, phrases, simple sentences, and questions.
NOVICE LOW: I can express basic preferences or feelings, using practiced or memorized words and phrases, with the help of gestures or visuals.
NOVICE MID: I can express my own preferences or feelings and react to those of others, using a mixture of practiced or memorized words, phrases, and questions.
NOVICE HIGH: I can express, ask about, and react to preferences, feelings, or opinions on familiar topics, using simple sentences most of the time and asking questions to keep the conversation on topic.
