OBJECTIVES:
The student should be able to:
• Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including: skimming and scanning texts for various purposes (e.g., locating information, verifying facts.) GLE 19b (ELA-7-E4)
• Deliver presentations that include the following: information selected to persuade or influence the audience. GLE 36d (ELA-4-E4)
• Use elements and principles of design and basic art vocabulary for expressing responses to the work of others. (VA–AP–E1)
• Recognize great artists and works of art that have shaped the history of art.
(VA-HP-E6)
• View works of art and express observations about how the elements and principles of design are used in the works. (VA–CA–E1)
TIME: 45 minutes
MATERIALS
ELMO Document Camera and SMARTBoard (electronic white board)
M is for Masterpiece: An Art Alphabet by David Domeniconi
Biographies of artists:
Alexander Calder by Adam Schaefer
The Boy Who Loved to Draw: Benjamin West by Barbara Brenner
The Boy Who Drew Birds: A Story of John James Audubon by Jacqueline Davies
Diego Rivera by Adam Schaefer
Dreamer from the Village: The Story of Marc Chagall by Michelle Markel
Frida Kahlo: The Artist Who Painted Herself by Margaret Frith
Edgar Degas: Paintings that Dance by Kristin N. Cole
Henri Matisse: Drawing with Scissors by Keesia Johnson and Jane O’Connor
Linnea in Monet’s Garden by Christina Bjork
Mary Cassatt: Family Pictures by Jane O’Connor
Georgia O’Keefe by Mike Venezia
Vincent van Gogh: Sunflowers and Swirly Stars by Brad Bucks
Worksheet (w.s.) for artist analysis and biographical details
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The Media Specialist will (TMSW) ask the students what is a biography and what do we use it for. A short discussion on the lives of famous people should follow. TMSW ask the students if they can name one famous artist and the name of one of their masterpieces.
ACTIVITY:
Teaching Model: TMSW explain that in today’s lesson, TLW be skimming and scanning a biography with a partner to learn a few interesting facts about an artist’s life. In addition, TLW have to study a famous masterpiece by the artist and analyze it. In order to give the students a point of reference for their artist, TMSW read aloud the book, M is for Masterpiece: An Art Alphabet and display the illustrations using the ELMO document camera.
Guided Practice: TMSW have the students brainstorm for terms they may use to describe a work of art. TMSW record their answers using the SMARTBoard. TMSW pass out the w.s. and go over the terms students will use to analysis the work of art by their artist. TMSW display a work of art by Rembrandt. TMSW guide the students as they analyze the work using the details from their w.s. TMSW record their work and display their answers on the wall with the ELMO document camera.
Independent Practice: Students will be divided into partner groups (heterogeneously mixed) and given a biography. Students with lower cognitive ability would be paired with a higher academic achiever. TLW skim and scan text for details about the artist’s life. TLW view works of art by their artist and express observations about how the elements and principles of design are used in the works. TLW discuss with their partner how to present their artist to the whole class using elements and principles of design and basic art vocabulary. Each group will present their artist to the whole class. The picture will be portrayed onto the wall using the “ELMO” document camera. Afterwards the rest of the students will have a brief moment to make comments about the artist’s work and life.
Closure: TMSW ask the students if they can now look at a picture with the eye of an artist and lead a discussion the elements of design and basic art vocabulary.
EVALUATION/ASSESSMENT:
TMSW informally assess the students throughout the lesson. TMSW observe the students as they skim and scan for details on the artist’s life. TMSW observe the students as they analyze the work of art using the elements and principles of design. Formal assessment on the students’ work can be done by picking up the students’ worksheets after their presentation.
ART CONTENT/CONCEPTS:
Students can be taught about the mathematical structures of line and shape through geometry and relate it to art. (Math)
The lives of the artists can be integrated with the different periods of history and how what was happening in the world affected their art. (Social Studies)
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Identify a variety of story elements, including: development of theme GLE 5d (ELA-1-E4)
Answer literal and inferential questions about ideas and information in grade-appropriate texts in oral and written responses GLE 7 (ELA-1-E5)
Connect information in grade-appropriate texts to prior knowledge and real-life situations in oral and written responses GLE 8 (ELA-1-E6)
Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, such as: comparing and contrasting story elements or information within and across texts GLE 14e (ELA-7-E1)
Distinguish an author’s purpose for writing, including entertaining, expressing an opinion, defending an argument, or conveying information GLE 16 (ELA-7-E3)
MODIFICATIONS | ACCOMODATIONS:
No accommodations are needed for the class to which this lesson is being taught. In a different situation, the teacher could use an individual microphone to accommodate students with hearing problems. Students with vision problems could put their book (biography) on the “ELMO” and project it onto the wall during their group analysis process. Students in a wheelchair would not have any problems participating in the lesson.
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
If I were to do this lesson again, I would definitely break it up into two day. I would introduce the concept and objectives, read the book, M is for Masterpieces, and brainstorm with the students on how they would analyze or describe a work of art on the first day. On the second day, I would review the objectives and their brainstorming from the previous day to begin with. After going over the terms on the worksheet, I would do a guided practice with the students using a work of art from a famous artist. Then I would give each group of the students (divided into pairs) a biography and one worksheet to do together.
The lesson I did took too long because the students were too unfamiliar with artists, artistic terms, and elements of design for me to move quickly. Also, the book M is for Masterpiece: An Art Alphabet does take a while to read aloud even if you skim and scan for details like I did instead of reading everything. I would not, however, eliminate the story because it does such a good job of giving a comprehensive overview of art. The students I taught needed to hear the story in order to effectively analyze the work of their artist. Also, since the lesson went over by about twenty minutes, not all the students had the opportunity to share the analysis of their artist in front of the class. We had to end the lesson before all groups had time to share. The good news was that the students did want to share because they enjoyed the lesson so much. They were active listeners for my presentation and eager participants for their part of the lesson. I would definitely do the lesson again, but I would revise into two lessons.
REFERENCES:
“Art Smart” supplementary material, Art Smart’s World of Art Program. Louisiana:
Thibodaux Service League, 1998.
d’Harcourt, Claire. Masterpieces Up Close: Western Paintings from the 14th to 20th
Century. San Francisco, CA: Chronicle Books LLC. 2006.
Strickland, Carol and John Boswell. The Annotated Mona Lisa: A Crash Course in Art
History from Prehistoric to Post-Modern. Kansas City, Missouri: Andrew McMeel Publishing, LLC. 2007.
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