Timeline of Mine
By Leslie Lami-Reed, January 15, 2007
- Elementary School
- Graphic Design
- Social Studies
a. explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns
II. Time, Continuity and Change
a. demonstrate an ability to use correctly vocabulary associated with time such as past, present, future and long ago; read and construct simple timelines; identify examples of change; and recognize examples of cause and effect relationships
d. identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos and others
IV. Individual Development and Identity
a. describe personal changes over time, such as those related to physical development and personal interests.
f. explore factors that contribute to one’s personal identity such as interests, capabilities, and perceptions
• Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work.
• Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas
• Students select and use the qualities of structures and functions of art to improve communication of their ideas
- create a 3-D self-standing album containing an accurate timeline of his or her life
- select personal items to attach to the timeline, such as photographs, awards, jewelry, clippings, etc. that have relevance or importance to the student
- construct and display the albums in the standing format so they can be viewed from both sides
- create the journals as a keepsake for themselves and their family
- poster board
- letter stamps
- stamp pads
- wallpaper sample books
- glue sticks and hot glue gun
- acid free tapes and glue
Memorabilia-objects valued for their connection with historical events, mementos; souvenirs
In small groups, have the students discuss what events have been important in their lives and how these events have shaped them. They should begin with their birth and continue through current day. As students discuss, have them make a list of the events that have made them “who they are.” The list can include birthdays, moving, changing schools, the birth of a sibling, new pets, travel, vacation, sports, musical training, etc. It can also include divorce, the death of a friend or relative, or other important events. Through the small group discussions, the students will come away with an idea of what makes them unique, as well as understanding the things that they have in common with others.
The students should then draft a timeline of the years of their life, adding the important events to the timeline.
Encourage the students to take the timeline “draft” home to share with their family for accuracy. They should begin a search for “memorabilia”—photos, papers, trinkets, tickets, programs, etc. that will illustrate these important events. Give each student a paper sack to help them organize and collect. They can store the items at school and the sack can be taken home and returned.
CLASS 2 and 3
Over a period of a week, students will collect “memorabilia” to attach to their timeline.
Have students begin the construction of their “timeline journal.”
Remind them of the “linear” quality of a timeline. Show them the available materials and make sure they are aware of the following criteria:
1. The “journal” should be linear in quality (in that a continuous line could be drawn from beginning to end, the line need not be straight).
2. The “journal” should stand on its own for display purposes.
3. The “journal” should be designed so that it can hold “memorabilia” in the designated locations on the timeline.
4. The “journal” should be constructed in a way that is strong, visually attractive, easy to read, and meets the criteria and the purpose of a timeline.
Students will continue to work on the timeline journal for two class periods (of however much time the teacher sees fit). They will:
- They will construct the journal using paper, tag board, cardboard, and other materials available, keeping the criteria in mind.
- When students are satisfied with the “form” of their journal, they will sketch their timeline in pencil through the journal.
- In pencil, they will write in the year markings and illustrate where the photos and memorabilia will be attached.
- When students are satisfied with their timeline, they should write over the pencil using writing materials: pen, markers, Sharpie, colored pencils, etc.
- Students will attach memorabilia using glue (or special mounting tape from the scrapbook store).
- Students will add stamps, images, pictures, or other found printed material to their journal to give it a collage effect.
Students should finish the timeline journal and complete a written self evaluation. The self evaluation will be a major part of the assessment.
1. Did you include significant events in your timeline? How many?
2. Which event on your timeline is the most significant to you?
3. Did your family help you when you were planning your timeline? How?
4. Is your journal linear in quality? Is your line straight, curvy, zigzag?
5. How did you design your journal to stand up?
6. Is there room for your memorabilia? How did you attach it?
7. Would you construct your journal differently to make it sturdier?
8. How did you make it clear and easy to read?
9. Can a visitor follow the timeline from beginning to end? Who did you ask to do this?
10. Describe your timeline journal in four sentences. What makes it unique?
Teachers will grade on whether or not the individual student met the above stated (4) criteria.
Also it will be noted whether the student collected appropriate memorabilia and what effort went into this.
Students will receive a separate grade for the effort they put into completing their self-evaluation.
Enrichment Extension Activities
Younger students will view the finished projects and begin to formulate ideas for their own timelines. Timelines can be constructed for other events.