Songye Power Figure: Male (Nkisi)

Link to piece of arthttp://www.metmuseum.org/Collections/

search-the-collections/50003033#fullscreen

I see…ObservationsSongye ________ Figure- African Art from the

Congo

1. What do you notice?

I see….Observations, comments. -Look at the materials

I think.- Building Inferences. B. What might this piece be reflecting/mean?

• • I think…• • Look at the materials this piece is made of. • What attributes come from these materials?• What is the figure’s role?

• This is where students will be making inferences about the piece of art and what it means.

• Students must support their inferences with their initial observations and textual evidence from the piece or their prior knowledge.

Synthesizing/EvaluatingWhy is this piece important?How would it be used in the community?

Connect your observations, inferences, and prior knowledge to evaluate

Graphic Organizer

I see… I think… Textual Evidence

I wonder…

Woman with a Cat-Fernand Leger

Link to Women with a Cathttp://www.metmuseum.org/Collections/

search-the-collections/210006638#fullscreen

Activity 2- Debate1. Provide some Information about the piece

first.2. Think of a word that comes to mind when

you see the piece of work…3. Elaborate on why you selected that word.

What did you notice in the work of art that made you think about this word?

4. Provide more information on the artist and work of art.

Information on the ArtistHe was trained as an architect

Enlisted in the army in WWII- he was a soldier with the medical unit.

What influenced him was the machines that he constantly saw all around him in the war.

Debate• 1. Have students form into a debate and half

of the students will be one side and the other will be on the other side.

A. One side of the class will take the position that Leger is celebrating the machine- He has a positive feeling towards machines

B. The other side of the class will take the position that Leger has negative feelings towards the machine.

Debate Activity• 1. Start with the positive side. “The artist is

celebrating the machine because…” You can even use the transition “For Example,” to defend your argument with evidence from the text.

A. 2.Next, go to the negative side. Have students use

the topic sentence, “It may be argued that Leger is celebrating the machine because…However, he is actually highlighting the negative because… (This is great practice for students in writing a topic sentence that introduces the counter-argument and refutation necessary to do for an argument paper).

A.

Debate Activity• Next, you can start with the negative side and

go to the positive side. Continue to use the transitional phrases to introduce your side and evidence from the text to support it.

• Finally, provide more info on the painter and his feelings.

A. He was celebrating the machine. He believed that machines in this new, industrial world would be great because it would create new solutions to problems.

Non-Fiction Article by Fernand LegerWhile reading article, please draw out

phrases/words that connect to his work of art.

The Palace of the King-King Ashurnasirpal II

http://www.metmuseum.org/Collections/search-the-collections/30001260

Activity- Drawing Details1. What are your initial impressions/reactions

to this place/designs?

2. Tell students that the palace evokes and communicates power.

Drawing DetailsWhat visual evidence did you find that

communicates power?

Drawing Details• For this activity, students will sketch 2-3

thumbnail images that communicate power and then annotate these sketches with words to clarify the images and add more information.

• The goal is for students to defend the inference that this work of art communicates power through sketches they gather from the work of art and annotate.

The Third-Class Carriage by Honoré Daumier

http://www.metmuseum.org/Collections/search-the-collections/110000533#fullscreen

Activity- Thought Bubbles• A. Get into the mind of the characters in the

painting. • B. Put yourselves into the shoes of a

character and write in the bubble what you think that person might be saying if they could speak.

• C. Students will write what they think the character is saying and underneath support these thoughts with evidence from the painting.

Character Thought Bubblehttp://vector.me/files/images/1/6/165268/

character_thinking_cartoon_book_balloon_speech_bubbles_line_bubble_quote_talk_comic_talking.jpg