OBJECTIVES:
The student should be able to:
• Create bubble paintings and write a descriptive paragraph giving their interpretation(s) of their painting.
TIME: (2-3) 50 minute class periods
MATERIALS
Overhead
TV and computer
Bubble paint (liquid detergent, water, tempera paint, bowls, and straws)
Construction paper
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
Allowing students to explore and write about their own interpretations of art encourages them to use their own perceptions and opinions to analyze different art. Encouraging children to write about their observations and interpretations also broadens and introduces vocabulary associated with art while also utilizing the writing process. The class will go outside with towels, pencil, and paper. They will be instructed to lye down on the towel and watch the clouds. Then, they are going to write and draw about the figures they see in the clouds.
ACTIVITY:
Teaching Model: Upon returning to class the students will compare and contrast notes taken from outside. The teacher will encourage a discussion by asking, “Did we all see the same things when we observed the clouds?”
The teacher will then discuss and define the term interpretation.
On a PowerPoint , the teacher will display, in turn, several abstract works of art by various famous artists. The teacher will ask the students to observe the painting and describe and/or discuss what they think the artist was trying to express in his painting (chart responses on chart tablet). Go on to introduce the artist and discuss the actual message he was trying to convey in his painting.
The teacher will then introduce the activity: bubble paintings (Appendix A)
Guided Practice: The teacher will create her own bubble painting. Then on overhead, teach and model how to begin a prewriting strategy using a “Story Star” about what she sees (Appendix B).
The teacher will demonstrate the use of the writing process to organize a paragraph describing the painting she created with the bubble paint.
Independent Practice: Students will be placed in groups to create bubble paintings.
Once each child has had a chance to create a bubble painting, they are to observe their paintings to find things they see within it.
Using a pencil, the students will outline the figure they see.
Using loose leaf paper the students will create a rough draft of a story using the object they saw in their bubble painting.
After using the steps of the writing process, students will create a published copy of their stories to attach to their bubble painting.
Closure: Review the word interpretation. Student volunteers will get to show their bubble paintings and orally read their paragraph descriptions to the class. After readings, the teacher will allow students to “trade” paintings and write a brief description of their interpretation of their classmates’ painting.
EVALUATION/ASSESSMENT:
Teacher will monitor/confer during writing of paragraphs.
Rubric for paragraph structure and description (Appendix C)
ART CONTENT/CONCEPTS:
Reading- Creating bubble paintings can be integrated into a reading lesson by having the students read and follow steps in a process. The steps in creating the bubble paint can also be tied into a reading story that teaches the steps in a process or sequencing skill(s).
Social Living- In order to understand the means of communications used by ancient cultures (hieroglyphics, cave paintings, etc.), creating bubble paintings can be used as an example of communication.
Science- To give further meaning to a science lesson on weather, having students observe clouds and cloud patterns could create a real-life connection. Also, observing weather patterns could help students understand how the weather helped determine the concept time for ancient cultures (sun dials, etc.).
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Writing GLE’s:
1. GLE 28 The learner will participate in group writing activities and processes including:
Using prewriting strategies, including listing, brainstorming, and drawing to generate ideas for writing.
Planning for writing by completing a partially completed graphic organizer.
Writing a first draft of a story, letter, or description using complete sentences.
Conferencing with a teacher or peers about how to improve writing and incorporate ideas into a final paper.
Revising/editing own writing in first draft.
Creating individual and class written texts for publication (ELA-2-E3)
(Comprehension, Application, and Synthesis)
GLE 29 The learner will independently write a variety of grade-appropriate compositions including:
Simple letters, notes, and stories.
Simple informational descriptions.
Simple rhymes and poems. (ELA-2-E4)
(Comprehension, Application)
Visual Arts Benchmarks:
1. (Creative Expression) The learner will explore and identify imagery from a variety of sources and create visual representations (2,3) (VA-CE-E1) (Comprehension, analysis)
2. (Creative Expression) The learner will draw on imagination, individual experience, and group activities to generate ideas for visual expression (1,4,5) (VA-CE-E5) (Synthesis).
3. (Aesthetic Perception) The learner will explore the beauty in nature and discern images and sensory qualities found in nature and art. (1,2) (VA-AP-E3) (Analysis).
4. (Historical and Cultural) The learner will recognize universal symbols and how works of art communicate a universal language (1,4,5) (VA-HP-E2) (Knowledge).
5. (Critical Analysis) The learner will express and explain opinions about visual works of others using basic art vocabulary (1,40 (VA-CA-E4) (Comprehension).
6. (Critical Analysis) The learner will express interpretations about works of art and give supporting reasons. (1,4) (VA-CA-E5) (Comprehension, Application)
Use standard English punctuation (ELA-3-E2)
Participate in group writing activities and processes (ELA-2-E3)
Write a legible sentence demonstrating proper figure grounding on a line and appropriate spacing between words (ELA-3-E1)
Capitalize the first word of a sentence, names of people, the pronoun I, and the names of months and days (ELA-3-E2)
Use the singular and plural forms of high frequency and commonly used words (ELA-3-E3)
Identify and use a subject and a verb when writing a complete sentence (ELA-3-E3)
Identify and use knowledge of parts of speech (ELA-3-E4)
Spell grade appropriate words (ELA-3-E5)
Create phonetically spelled written work that can be read by the writer and others (ELA-3-E5)
Spell unfamiliar words using various phonics strategies (ELA-3-E5)
MODIFICATIONS | ACCOMODATIONS:
Low functioning writers will sit with a higher functioning writer to serve as a peer tutor. Extended time will be given as needed for struggling writers.
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
This was a very entertaining lesson for my students. They were truly amazed at different artists’ interpretations of their art. Making the bubble paint was a little messy and took longer than expected. In the future, I would definitely mix the ingredients for the paint before the lesson. I think using the clouds as my set induction was a good real-life connection for the children. They enjoyed being outdoors and then connecting that experience with the lesson as it was presented. They had a great time guessing what was in the paintings that were viewed on the PowerPoint. It became a game to see who had the “closest guess”. Once the bubble paintings dried and the children outlined the figure(s) they saw, there was lots of “oohing and ahhing” as they shared their interpretations with their classmates. It was even enjoyable for me to see what they saw in their own paintings. Even the lowest students in the group came up with very interesting interpretations.
Due to the schedule I follow I was forced to leave everything out on my tables. As my next class, which was my fourth grade group, entered they were quick to question me about the paint, etc. Within seconds, my scheduled lesson for my fourth graders changed. They insisted I let them do the same as the first graders. I allowed them to do so but I changed the independent practice. Instead of writing one paragraph, the fourth graders were required to write a three paragraph story about their bubble painting. They really enjoyed the freedom of creating their own story without a given topic. It was all what they conjured up in their imaginations.
With both classes, the amount of time needed had to be increased. Instead of 2-3 days, this lesson actually took a week. We are on a very tight schedule, and I cannot allow my lessons to go over 45 minutes. Creating, revising, and then editing the stories was a long process, especially since I always conference with them before they publish their writings.
In conclusion, using the visual arts in my lessons has been great experience for my students, as well as me. I have integrated a number of visual art lessons into my writing lessons. My students are enjoying this tremendously. With this being the end of the school year, these lessons have become a type of reward for my students. Depending on their work effort during the week, I allow them to have Fridays for painting and creating their own works of art based on the work covered Monday thru Thursday. Integrating visual arts into my writing lessons has become a joy for us all.
REFERENCES:
LA Department of Education (www.doe.state.la.us) Writing GLE’s (1st grade)
“The Chairs are Not Empty” (image) Christeas, Gregory. Retrieved April 1, 2008 from http://www.christeas.com/
“”Piano and Mandola” (image) Braque, Georges. Retrieved April 1, 2008 from http://www.guggenheimcollection.org/site/movement_work_lg_Cubism_23_4.
html
“Apple Tree” (image) Mondrian, Piet. Retrieved April 1, 2008 from
http://artcafe-thailand.com
“Guitar, Bottle, Bowl with Fruit, and Glass on Table” (image) Picasso, Pablo. Retrieved April 1, 2008 from http://abcgallery.com/P/picasso288.html
Pagel, Danita & Thomas, John E., (1998) “Magic Bubble Paint” The Ultimate Book of Kid Concoctions (p. 27) Strongsville, Ohio. The Kid Concoctions Company.
Story Writing Rubric. Retrieved February 3, 2008 from http://www.big6.com/files/story_writing_rubric.pdf
DOWNLOAD RUBRIC B
DOWNLOAD RUBRIC C
DOWNLOAD RECIPE FOR BUBBLE PAINT
GALLERY
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