Welcome,
This web page shows how programs presented by
The organization is simple. An IAS section is quoted, then followed by specific ways in which that standard is supported by one or more of Sauer’s programs. For simplicity sake, only standards for grade 5 are included here, but information in the programs can be adapted to any grade level.
Sauer’s programs, identified only by title in the guide below, are:
Get in Shape: Draw
cartoons Instruction in basic drawing for
elementary and middle school children
Stories to Draw On Instruction in writing and illustrating stories for
elementary and middle school children
The History of
Political Cartooning
A chalk talk on
political cartoons upper elementary, middle school and high school students
A Cartoon History A chalk talk on how cartoons developed from cave drawings to
the "Yellow Kid" for upper elementary, middle school and high school
students
For more information, visit Sauer’s website at www.wedrawsmiles.com, or contact the artist directly at wedrawsmiles@yahoo.com or (260) 665-1988.
An
to the programs of Lee
P. Sauer
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AC category: English/language arts
The student will be able to . . .
5.4.1 Discuss ideas for writing, keep a list or notebook of
ideas, and use graphic organizers to plan writing.
5.4.2 Write stories with multiple paragraphs that develop a situation or
plot, describe the setting, and include an ending.
5.4.8 Review, evaluate, and revise writing for meaning and clarity.
5.4.9 Proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of specific errors.
5.4.10 Edit and revise writing to improve meaning and focus through adding, deleting, combining, clarifying, and rearranging words and sentences.
5.5.1 Write narratives (stories) that:
5.7.9 Deliver
narrative (story) presentations that:
Lee P. Sauer Program: Stories to Draw On
This program—originally developed for schools’ Young Authors programs—gives hints on generating ideas for stories through who (characters), what (plot) and where (setting). The writer/artist discusses the importance of editing, particularly focusing on spelling, grammar and punctuation.
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IAC category: Social Studies
The student will be able to . . .
5.1.6 Explain the religious, political, and economic reasons
for movement of people from
5.1.16 Explain why the United States Constitution was created in 1787 and how it established a stronger union among the original 13 states. Identify people who were involved in its development.
5.1.21 Examine an historical narrative about an issue of the
time and distinguish between statements of opinion and those that are factually
grounded.
5.5.4 Compare significant examples of visual arts, crafts, music, architecture,
and literature from early
5.2.10 Examine ways by which citizens may effectively voice opinions, monitor
government, and bring about change in government and the public agenda,
including voting and participation in the election process.
5.5.5 Analyze traditional arts, including folk tales and narratives that depict
the experiences of ethnic, racial, and religious groups in different regions of
the
Lee P. Sauer program: The History of
Political Cartooning
This program traces political cartooning back to the Reformation, when a convergence of social, political, economic and religious forces brought about the end of the old Roman Empire, stimulated the Renaissance, bred inventions such as the moveable type printing press, re-emphasized education, and brought about the search for religious freedom that led to American immigration.
The program discusses the very
first American political cartoon. Drawn by Founding Father Benjamin Franklin
and appearing in 1754, the simple cartoon shows a severed snake with a caption
that says, “Join, or Die!” The snake is cut into eight pieces, one for each
colony at that time. A superstition of that period said that a severed snake
would come back to life if the pieces were put together before sunset.
The
program discusses political cartoonist Thomas Nast and his influence, both
during the Civil War and the 1870’s battle for political power in
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IAC category: Additional Content Areas (Music/Visual
Arts)
The student will be able to . . .
5.1.1
Identify the relationship between a work
of art and the geography and characteristics of the culture, and identify
where, when, why, and by whom the work was made (Focus:
5.1.2 Identify and compare works of art and artifacts with similar functions.
5.1.3
Identify themes and symbols used in works
of art and artifacts throughout history that portray universal ideas and
beliefs.
5.2.1
Identify and be familiar with a range of
selected works of art identifying artists, culture, style, and period.
5.2.2
Identify distinguishing characteristics
of style in individual artists’ work and art movements.
5.2.3 Begin to identify works of art and artifacts from major periods or movements of Western art and place on a chronological time line.
5.3.2
Construct meaning in the work based on
personal response, properties found in the work, and background information on
the context of the work.
5.4.2
Apply criteria based on properties found
in the work and research from the historical context of the work to make
informed judgments.
5.5.2
Identify and analyze a variety of well
reasoned points of view on aesthetic issues (censorship, plagiarism) and
develop a personal point of view.
5.6.1 Identify artwork made from the artist’s philosophy that art is at its best when it moves people to act for the betterment of society (instrumentalism).
5.7.3
Generate symbols and subject matter and
borrow ideas from an artist’s work in order to communicate ideas.
5.11.1
Identify the roles of artists and critics
in the community.
Lee P. Sauer program: The History of
Political Cartooning
The political cartooning program discusses how drawings have always been democratic in nature, beginning as appeals to an emerging middle class and illiterate serfs in opposition to a corrupt Roman Catholic Church. Cartoons have swayed public opinion from The Reformation, through the American Revolution, and past the Civil War. Today, an ongoing debate on the role of political cartoons is taking place. What is the cartoons’ role? Entertainment? Stimulating debate? Shaping society? Several attempts to silence artists have been made, including legislation making political cartoons illegal. In their most powerful forms, political cartoons have literally helped shape society.
The work of Thomas Nast is dealt with in great enough detail that students could identify his work and where he fits in a timeline. Nast provided important cartoon symbols that are still in use today: the Republican elephant, the Democratic donkey, and the modern version of Santa Claus.
Lee P. Sauer program: A Cartoon History
This program discusses the development of cartoons from 15,000 BC to present. It takes a look at French cave art, Egyptian art, Greek and Roman art, Renaissance art, the satirical magazines of the 1800s, and the development of comic strips in the late 1800s. It shows how inventions such as the moveable type printing press, wood block printing, engraving, and a technique for printing yellow ink affected cartoon development. It discusses the origination of the terms “cartoon” and “caricature.” Although the cartoon art form has aimed mainly at entertaining its readers, it has spawned recurring characters with personalities who have had a large impact on society.
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IAC category: Additional Content Areas (Integrated
Studies)
The student will be able to . . .
5.13.1
Compare characteristics of a theme,
historical period, or event through the multiple perspectives of different
disciplines.
Lee P. Sauer programs: The History of
Political Cartooning and A Cartoon History
See descriptions in above section.
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IAC category: Additional Content Areas (Music/Visual
Arts)
The student will be able to . . .
5.7.1
Demonstrate refined observational skills through
accurate rendering of representational objects and subject matter from life.
5.8.1
Apply elements (line, shape, form,
texture, color, value, and space) and principles (repetition, variety, rhythm,
proportion, movement, balance, emphasis, and unity) in work that effectively
communicates their ideas.
5.8.2
Identify and discriminate between types
of shape (geometric and organic), colors (primary, secondary, complementary,
intermediates, neutrals, tints, tones, shades, and values), lines (characteristics,
quality), textures (tactile and visual), and space (background, middleground,
foreground, placement, perspective, overlap, negative, converging lines
positive, size, color), balance (symmetrical, asymmetrical, radial) and the use
of proportion, rhythm, variety, repetition, and movement in their work and the
works of others.
5.9.2
Identify and control different media,
techniques, and processes to effectively communicate ideas, experiences, and
stories including:
DRAWING:
Media: pencils, colored
pencils, markers, chalks, crayons, oil pastels, charcoals
Processes: contour
line, rendering, sketching, value, shading, crosshatching,
Stippling
5.10.1
Demonstrate evidence of reflection,
thoughtfulness, and care in selecting ideas and completing work.
5.11.2
Identify various responsibilities of
selected careers in art (illustrator, costume and set designer, sculptor,
display designer, painter, graphic designer, animator, visual editor).
Lee P. Sauer program: Get in Shape: Draw
cartoons
This program teaches basic drawing skills. Students follow along with their own pencils and paper to learn how basic shapes—circles, rectangles and triangles—help an artist simplify drawing. Facial expressions using eyes, eyebrows and mouths allows an artist to create cartoon characters with personality. Whether used for simple entertainment or to illustrate a story, pictures help convey information to the viewer.
Lee P. Sauer program: Stories
to Draw On
This program shows how pictures help tell a story. Using who (characters), what (plot) and where (setting), students help the artist create an illustration used as the basis of a story. The program includes a discussion on how books are published, and how writers and illustrators develop careers. At the end, students receive a lesson in basic drawing so they can illustrate their own stories.
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