TIME: Three 45 minute class sessions. Some of the work will be completed in computer lab.
MATERIALS:
- Transparency
- Overhead
- Computer
- PowerPoint
- TV or LCD projector
- Pens
- Paper
- Handouts
- Microsoft PAINT!
- Printer with black and color cartridge
- Poster board (to assemble tiles)
- Laminating machine (optional)
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
Day 1
The teacher introduces the project with a PowerPoint presentation on art concepts/techniques (attached). The teacher then reviews definitions of art terms for the assignment, leads a discussion of terms, and shows examples of each component on the screen.
The teacher models worksheet (attached) expectations on board. Students use the worksheet to practice art concepts, as the teacher monitors and gives immediate feedback. Students receive a grade for their completed worksheet.
The teacher then introduces constructivist poetry and provides a template and example of the poem’s form. The teacher and students create an example together on the board. Each student then creates an original constructivist poem as the teacher monitors and assists students with poem construction.
ACTIVITY:
Day 2
The teacher reviews art terms with students and hands out a rubric for Poetry tile (attached):
Original constructivist poem up to 25 pts
Evidence of hatching up to 10 pts
Evidence of crosshatching up to 10 pts
Evidence of cool colors (girls) up to 10 pts
Evidence of warm colors (boys) up to 10 pts
Evidence of value change up to 15 pts
Evidence of stippling up to 10 pts
Tile mirrors content of poem up to 20 pts
In the computer lab the teacher models the assignment and demonstrates the different tool functions of Microsoft PAINT!. Using Microsoft PAINT!, each student creates a 4x4 tile. The teacher monitors student progress, providing immediate feedback with encouraging remarks.
DAY 3
The teacher once again briefly reviews art terms and project criteria. Students complete construction of their poetry tiles in the computer lab.
Students will save tile in a designated folder on the school server to be printed and assessed by teacher. The final poetry quilt is assembled by the teacher from student tiles, and then laminated and displayed in the school library.
.
EVALUATION/ASSESSMENT:
The teacher monitors student comprehension of terms as students practice art techniques, giving students continuous verbal feedback and encouragement. The worksheet is graded. The finished tile is assessed with a rubric (attached). A successful tile will reflect a clear understanding of constructivist form and art concepts. Students will also be tested on identifying and defining art concepts on unit test.
ART CONTENT/CONCEPTS:
The art content introduced include basic terms and techniques that will
not only assist students to complete the assigned product, but also enhance
student knowledge of art terms in the hopes of generating student interest
in practicing and perfecting techniques through personal exploration
of artistic expression. Concepts to be taught are value, value change,
hatching, crosshatching, warm colors, cool colors, and stippling. The
student will use the knowledge gained from the presentation of the concepts
to create a visual representation of an original poem that will become
a part of a larger project (poetry quilt).
GRADE
LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Louisiana High School English Language Arts GLEs:
23a Develop individual writing style that includes a variety of sentence
structures (e.g., parallel or repetitive) and lengths (ELA-2-H5)
23b Develop individual writing style that includes diction selected
to create a tone and set a mood (ELA-2-H5)
23c Develop individual writing style that includes selected vocabulary
and phrasing that reflect the character and temperament (voice) of
the writer (ELA-2-H5)
29 Use a variety of resources, such as dictionaries, thesauruses, glossaries,
technology, and textual features (e.g., definitional footnotes, sidebars)
to verify word spellings (ELA-3-H3)
28 Use correct spelling conventions when writing and editing (ELA-3-H3)
31c Select language appropriate to specific purposes and audiences,
including participating in class discussions (ELA-4-H1)
32c Listen to detailed oral instructions and presentations and carry
out complex procedures, including forming groups (ELA-4-H2
44 Use word processing and/or technology to draft, revise, and publish
various works, including research reports documented with parenthetical
citations and bibliographies or works cited lists (ELA-5-H4)
Louisiana Visual Arts Content Standards Benchmarks:
VA-CE-H2 Apply variety of media, techniques, technologies, and processes
for visual expression
VA-CE-H4 Produce a visual representation of ideas derived from the
study of various art forms
VA-CE-H5 Produce imaginative works of art generated from individual
or group ideas
VA-CE-H6 Produce works of art that describe and connect art with
other disciplines
TEACHER'S REFLECTION:
Students enjoyed the lesson immensely. They were attentive during the
powerpoint, and all of them worked hard on the worksheet. During the
construction of the tile, everyone stayed on task and worked diligently.
This lesson worked well with even the students who exhibit low motivation.
Student success was 98%.
Responses from students’ reflection on activity:
“
I really liked the art tiles that we did. I liked the fact that we used
computers and how we had to come up with our own poem.”
“
I enjoyed it very much. It was fun, and I liked learning about poetry.
It also allowed us to see what we could do when we draw pictures and
write poems, and put them together.”
“
It was dandy!”
“
I liked it very much. It was fun and interesting. We should do more activities
like that..”
“
We not only learned about poetry, but we also learned about art. I enjoyed
doing the tile.”
“
I found this activity interesting because I learned about hatching, crosshatching,
value change, and stippling. I would not change a thing about this activity.”
“
The poetry tile was fun to make. I liked integrating art techniques into
the class to make the tiles. The poem took some time to think of, but
it was fun.”
“
There were many things I liked about the English/Art activity. I liked
that we used art to enhance our learning. I found the art very interesting;
I wouldn’t change a thing about it.”
“
In our recent activity in English, we were instructed to write a poem
and place it on a 4x4 square on the computer. I liked doing this project
because I did it about my dad. I was proud to write a poem about him.
I found it interesting how on the square the poem was on we had to create
a picture using cool or warm colors. Though my picture was simple, I
loved creating it. With this project, I learned that the colors in any
background can change the entire mood of the work. Since my color was
cool, it showed a softer and more compassionate mood for my project.
I would not change anything.”
Click Here to
Download the Lesson Plan Guide for this project ( in Microsoft
Word Format )
Click Here to
Download the PowerPoint Presentation for this project
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