TIME: 60 minutes
MATERIALS
Scieszka, Jon and Smith, Lane (2005). Seen Art?, The Museum of Modern Art, New York/Viking
Projector Screen
Overhead projector with document arm to show book
Computer with Lesson Power Point
Pre and Post tests
Art paper with pre-drawn horizontal lines for line art project (25 sheets)
Markers in a variety of colors and sizes (approx. 8 per student)
Blank art paper for 2 individual collages (50 sheets)
Pre-cut straight and curved lines of various textures, sizes and colors, including light objects (wires, yarn, etc.) depicting lines (enough for all students to complete an individual collage)
Pre-cut shapes or objects depicting shapes, including circles, triangles, squares, rectangles, rhomboids, cones, cylinders, spheres, and rectangular prisms, of various sizes and shapes (enough for all students to make individual collages)
Glue sticks and elmer’s glue for each student
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The instructor will knock on the classroom door. When it is answered, the instructor will enter the room and ask the class “Has anyone seen my friend Art?” After the class responds “no”, the instructor will ask if the class knows anyone whose name is Art. The instructor will then ask “Can anyone tell me, “What is art?” The instructor will let 3 students (including at least 1 student in special education (sp. ed.)) answer the question without the instructor identifying the answer. The instructor will then explain that today we are going to learn about what art is how it can contain lines and shapes, and how to create their own “work of art”. They will be instructed that first, the instructor wants to know how much they already know and will pass out the pre-test. The test will be read aloud to the whole class. The pre-test will then be handed out making sure to provide any other accommodations and/or modifications, other than having the test read, for any inclusion students as identified on their IEP, 504 plan and/or any intervention strategies in progress. Students will complete the pre-test and hand in.
ACTIVITY:
Teaching/Model: The instructor will introduce the book with class, read the book in conjunction with showing the works of art included in the book by a photo slide show via the computer and projector. Attention will be called to the author and illustrator (2, 12.) and making predictions about what the story might be about. The story will then be read with the class, calling attention to:
pictures and context clues to give meaning to unfamiliar words ;
speaker or narrator (Art’s friend); setting (MoMA); characters as they are introduced (Art’s friend, patrons and Art; problems (can’t find Art); and solution (learns about Art and finds Art)
story’s beginning (asking if person has seen his friend Art); middle (Patrons think he means the art in the museum and gives him a tour) and end (friend learns about art and finds Art)
Point out the different types of works of art (painting, sculpture, objects, film and photos/prints)
Point out shapes and attributes in works of art
Point out lines and attributes in works of art
HOTS: After completion of the book, the following higher order thinking questions based on Bloom’s Taxonomy will be discussed.
Introduction Level:
Who was the main character?
Who was he looking for?
Did he find him?
Level II Application
What did the people think the character meant when he said, “Have you seen Art?”
After reading the story, how many kinds of art can you describe besides a painting?
Level III Analysis
What does it mean when someone says “Art is in the eyes of the beholder?”
Level IV Synthesis
Can you make up your own title for these paintings?
How could you create your own work of art?
Level V Evaluation
How could you determine whether or not something is art?
After completing reading and reviewing the book with class, Photo Slide Show via computer and projector, will be introduced: The slide show will include enlarged pictures of specific works of art from the book that illustrate concepts/objectives as follows. The artist will not be identified so the students can try and make up their own titles:
The Starry Night- Vincent Van Gogh – curved lines
Number 20 by Tomlin – lines, curved and straight, that look like letters and numbers
The Beautiful Bird by Miro – shapes that look like animals
Guitar by Picasso and The Hunter by Miro and The Kitchen by Picasso and Collage with Squares by Hans Arp – shapes with texture and dimension (rhomboids, rectangles; rectangular prism; cones and cylinders, corners, sides, straight lines and curves)
Go over instructions (rubric) for art projects: (3 mins.)
At their desks make different types of lines including straight and curved, with different colored markers and of different widths, decorated if they like. Demonstrate teacher-made example
Collage of lines with different sizes, colors and textures including trying to make shapes and/or letters and
Remind students to put their name on their work.
Guided / Independent Practice: Paper and pens, markers will be distributed to students at their desk. The instructions will be repeated as needed. Students requiring assistance, as discussed prior to the activity will be assisted. Other students will be assisted and monitored as needed. Students will be given at least 3 mins. to attempt the activities on their own. They will turn in work when completed. Teacher will make sure name is on paper. (5 mins.)
While students are doing their lines, one teacher will make sure all materials are ready at stations. Students will have approx. 5 mins. to complete lines
A teacher will be at each of the stations guiding students as needed. Each student will be allowed to stay at each station for 10 minutes working as independently as possible, while discussing what the student is doing in order to assess thought processes and understanding regarding the use of concepts and media giving student at least 5 mins. to work independently.
Closure (5 mins.): After 25 mins. students will be asked to leave their work at their table and to make sure their name is on their project. They will return to their desk where they will take their post test. The post will include writing one legible sentence about the art project-either what they liked best about the activity, what art is to them or something else they learned. They will be reminded to write on the line and use correct punctuation.
EVALUATION/ASSESSMENT:
Pre and Post Tests assessing objectives listed(to be attached)
Observation and questioning during all activities
Rubric for Art Projects to include: Name, Following Directions, Inclusion of elements as appropriate, Title of Art Work
ART CONTENT/CONCEPTS:
(VA-CE-E1) Explore and identify imagery from a variety of sources and create visual representations;
(VA-CE-E2) Explore and discuss techniques and technologies for visual expression and communication
(VA-CE-E3) Use art vocabulary and the elements and principles of design to convey the language of art (create and discuss own artwork);
(VA-CE-E4) Experiment to create various art forms, including art forms from other cultures;
(VA-CE-E5) Draw on imagination, individual experience, and group activities to generate ideas for visual expression;
(VA-CE-E6) Identify relationships among visual arts, other arts, and disciplines outside the arts
(VA-CA-E1) View works of art and express observations about how the elements and principles of design are used in the works;
(VA-CA-E2) Identify images, colors, and other art elements that have specific meanings in cultural contexts;
(VA-CA-E3) Express and explain aesthetic judgments about the created (built) environment;
(VA-CA-E4) Express and explain opinions about visual works of others using basic art vocabulary;
(VA-CA-E5)( Express interpretations about works of art and give supporting reasons.
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
still waiting on....
MODIFICATIONS | ACCOMODATIONS:
Individualized sp. ed. Goals will be addressed as stated above from the student’s IEP
Student will be given teacher assistance as per student’s request and/or demonstrated need, both physical and/or verbal.
Instructions were read to all students
Directions will be repeated as requested or deemed necessary
Student has visual examples and do not have to rely on text for directions
*The activity is diverse in nature and incorporates a variety of types of art work with different cultural influences
VARIATIONS | ENHANCEMENTS:
Use of Technology: Computer used for slide show with projector. Overhead document arm used to display art work for book. Camera used to take picture of students. Computer used to burn discs.
TEACHER'S REFLECTION:
The Good: It was so much Fun! The number of objectives I was able to, or saw the potential to, cover was amazing. Many of the students seemed to enjoy it so much they wanted to keep going – have independent work built in for these students. I have arranged to go in the class for a half hour each week, for approximately 3 weeks to extend the lesson.
The Bad: I had way too many activities planned for one hour. Should have addressed acceptable behaviors with regard to when they had to raise their hand. I think sometimes it is okay when they answer in group. I could use a cue for that by saying class. When I want individuals to answer I can say raise you hand, and sometimes I will call on individuals who are not participating making sure I think they can answer the question. I forgot some things I had planned. Having someone there to observe I didn’t know made this worse – I would have done much better with Martha! (Sorry Greg!). Having a partner there, at least for me, would have been helpful. I brought too many examples
The Ugly: I grossly underestimated the amount of time each planned activity would require. I forgot how to work equipment. It seemed so much easier at home. I thought I knew how but because I didn’t set up early enough, I was nervous, and I forgot. I should have made plans prior to set up. I also under-estimated the time it would take to do that.
TO DOWNLOAD INSTRUCTIONS FOR COLLAGE, PLEASE CLICK HERE
TO DOWNLOAD INSTRUCTIONS FOR WEBSITE IMAGES, PLEASE CLICK HERE
GALLERY
|
EXHIBITS |
K-12 |
STUDENT TEACHERS | HOME
|
