Embed Size (px)
Citation preview
ART AT THE HEART OF MIDDLE SCHOOLArts in Education
University of South Alabama
July, 2010Paige V. Baggett, Ph.D.
Susan Santoli, [email protected]
Professional Development for Social Studies and Language Arts Middle School Teachers
through
Arts in EducationUniversity of South Alabama
Program Secretary at 251.460.6272Website: www.southalabama.edu/musicDr. Jeannette Fresne, Program Director
251.460.6697 or [email protected] in Education is funded in part by a federal grant under No Child Left Behind [P.L. 107‑110, title II, Part A/Subpart 3] administered by the Alabama Commission on Higher
Education. 53% of the cost of the project is financed with federal funds and 47% is provided by non‑federal sources. Opinions and findings expressed herein do not
necessarily reflect the position or policy of the U.S. Department of Education or the Alabama Commission on Higher Education, and no official endorsement by either of
these agencies should be inferred.
3
Paige V. [email protected]
Paige is an assistant professor in the Department of Leadership and Teacher Education at the University of South Alabama.
She teaches art education courses for elementary and special education majors.
She is the Visual Arts Coordinator and Assistant Director for the Arts in Education Grant at USA.
4
Susan P. [email protected]
Susan is an associate professor in the Department of Leadership and Teacher Education at the University of South Alabama.
She teaches undergraduate and graduate secondary social studies methods, foundations of education courses, and graduate research courses.
Her research interests are pre-service teacher preparation, collaborative teaching with special education teachers, and the infusion of technology into social studies education.
Getting Acquainted Complete Questionnaire & Choose a Quote
Time to share: Your Name Your School Teaching Experience Personal Anecdote Quote Choice
DAY 1
ART AT THE HEART OF
MIDDLE SCHOOL
DAY 1 ~ MONDAYArts in EducationJuly, 2010
Paige V. Baggett, Ph.D.Susan Santoli, Ph.D.
University of South Alabama
Daily Overview Art Talk - Get acquainted Artifact Boxes – Elements of Art Smart Art – Smart board & Wiki
Break Art at the Heart of Middle School
Top 10 Activities - #1 Bulleting Boards
DAY 1
What is Art Talk?
Resources Warm-Ups Responding & Understanding
DAY 1
What are Artifact Boxes? Primary Sources Visual Arts Lesson Ideas Resources
DAY 1
Researcher Card
Artifact Boxes
DAY 1
Materials Archival Box Acid and lignin-free letter size document storage
box provides convenient, long-term storage for letter size documents, photos, sports cards, newspaper clippings and other collectibles. With reinforced corners, these boxes are solid and secure units that resist dust, dirt, and light infiltration. The board used to make this box is manufactured to United States National Archives and Records Administration's specifications.
http://www.webyfl.com/index.asp?PageAction=VIEWPROD&ProdID=243
Artifact Boxes
DAY 1
Materials Cotton Gloves
Discount Art Supplies http://www.misterart.com/g6483/KALT-White-Cotton-Gloves.htm
Magnifying Lens Oriental Trading
Artifact Boxes
DAY 1
Primary Documents & Art
Artifact Boxes
DAY 1
What is Smart Art? Interactive Technology Smart Board Videos
DAY 1
What are Baggett & Santoli’s“Art at the Heart of Middle School “ Top 10 Concepts?
Through Art, Students Can:
1. Deepen the study of a historical period with research about a particular artist or art movement.
2. Study the development of a particular art related technology.3. Convey or infer meaning from visual images.4. Identify aesthetic qualities reflective of a historical period or society.5. Become familiar with various utilitarian purposes of art.6. Experience places, people and things they would be unable to
otherwise.7. Exercise critical analysis skills while examining different aspects of
and different types of art.8. Compare and contrast themes, experiences, and symbols of
different societies and examine the universality of many human experiences.
9. Create something as a reflection of or an artifact of a historic person, event, or time period.
10. Address the variety of learning styles, readiness, and interest levels that are present in all middle school classrooms.
DAY 1
Making ConnectionsStandards Art Social Studies Language Arts Foreign Languages Music
DAY 1
NATIONAL STANDARDS FOR VISUAL ARTS EDUCATION:
1. Understanding and applying media, techniques, and processes
2. Using knowledge of structures and functions3. Choosing and evaluating a range of subject
matter, symbols, and ideas4. Understanding the visual arts in relation to
history and cultures5. Reflecting upon and assessing the
characteristics and merits of their work and the work of others
6. Making connections between visual arts and other disciplines
DAY 1
ART EDUCATIONCurrent Alabama Course of Study
Strands
Produce: Production is the domain of the artist, musician, dramatist, and dancer, and is also a role of the student of the arts.
Respond & Understand: Responding and understanding are categories of thinking that are shared among artists and audiences; the latter being a role that all persons play as they engage the arts intelligently, sensitively, and with a knowledge of history, style, context, values, and aesthetics.
DAY 1
TEN STRANDS FROM THE NATIONAL COUNCIL FOR THE SOCIAL STUDIES:
1. Culture2. Time, Continuity, and Change3. People, Places, and Environments4. Individual Development and Identity5. Individuals, Groups and Institutions6. Power, Authority, and Governance7. Production, Distribution, and
Consumption8. Science, Technology, and Society9. Global Connections10. Civic Ideals and Practices DAY 1
NCTE/IRA Standards: Students read a wide range of print and non-print texts to build an understanding of
texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
DAY 1
NCTE/IRA Standards: Students conduct research on issues and interests by generating ideas and
questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
DAY 1
National Standards for Music Education 1. Singing, alone and with others, a varied repertoire of
music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising melodies, variations, and accompaniments. 4. Composing and arranging music within specified guidelines. 5. Reading and notating music. 6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances. 8. Understanding relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture.
National Standards forForeign Language EducationCOMMUNICATION
Communicate in Languages Other Than EnglishStandard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange
opinionsStandard 1.2: Students understand and interpret written and spoken language on a variety of topicsStandard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURESGain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONSConnect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign languageStandard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign
language and its cultures
COMPARISONSDevelop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIESParticipate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school settingStandard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and
enrichment.
Artifact Boxes ~ Day 1 Elements of Art
Line Shape Form Space Color Value Texture
DAY 1
Elements and Principles of Art http://www.msdsteuben.k12.in.us/jrider/elements_and_principles_of_art.htm
The ABCs of Art http://www.awesomeartists.com/ART/mTableOfContentsTheABCsOfArt.htm
The Artist's Toolkit http://www.artsconnected.org/toolkit/index.html
Smart Art ~ Day 1 Art at the HeART
of Social Studies WIKI Santoli & Baggett
http://artandsocialstudies.wetpaint.com/
Smart Board Integration: Podcasts Digital Photos Magic pen Responding to
art
DAY 1
Break and Browse
DAY 1
SANTOLI & BAGGETT’S TOP 10 WAYS ART CAN BE AT THE HEART OF MIDDLE SCHOOL:
Through Art, Students Can:1. Deepen the study of a historical period with research about a
particular artist or art movement.2. Study the development of a particular art related technology.3. Convey or infer meaning from visual images.4. Identify aesthetic qualities reflective of a historical period or
society.5. Become familiar with various utilitarian purposes of art.6. Experience places, people and things they would be unable to
otherwise.7. Exercise critical analysis skills while examining different
aspects of and different types of art.8. Compare and contrast themes, experiences, and symbols of
different societies and examine the universality of many human experiences.
9. Create something as a reflection of or an artifact of a historic person, event, or time period.
10 . Address the variety of learning styles, readiness, and interest levels that are present in all middle school classrooms. DAY 1
1. Deepen the study of a historical period with research about a particular artist or art movement.
Bulletin Boards
DAY 1
DAY 1
DAY 1
Collaborative Skills RubricCATEGORY Excellent Good Average Poor
Contributions I routinely provided useful ideas when participating in the group. I was a definite leader who contributed a lot of effort.
I usually provided useful ideas when participating in the. A strong group member who tries hard.
I sometimes provided useful ideas when participating in the group. A satisfactory group member who did what was required.
I rarely provided useful ideas when participating in the group. I refused to participate.
Quality of Work I provided work of the highest quality. I provided high quality work. I provided work that occasionally needs to be checked/redone by other group members to ensure quality.
I provided work that usually needed to be checked/redone by others to ensure quality.
Problem-solving I actively looked for and suggested solutions to problems.
I refined solutions suggested by others.
I did not suggest or refine solutions, but was willing to try out solutions suggested by others.
I did not try to solve problems or help others solve problems. I let others do the work.
Attitude I was never critical of the project or the work of others. I always had a positive attitude about the task(s).
I was rarely critical of the project or the work of others. I often had a positive attitude about the task(s).
I was occasionally critical of the project or the work of other members of the group. I usually had a positive attitude about the task(s).
I was often critical of the project or the work of other members of the group. I did not have a positive attitude about the task(s).
Time-management
I routinely used time well throughout the project to ensured things got done on time. The group did not have to adjust deadlines or work responsibilities because of my procrastination.
I usually used time well throughout the project, but may have procrastinated on one thing. The group did not have to adjust deadlines or work responsibilities because my procrastination.
I tended to procrastinate, but always got things done by the deadlines. The group did not have to adjust deadlines or work responsibilities because my procrastination.
I rarely got things done by the deadlines AND the group had to adjust deadlines or work responsibilities because of my inadequate time management.
Focus on the task I consistently stayed focused on the task and what needed to be done. Very self-directed.
I focused on the task and what needed to be done most of the time. Other group members could count on me.
I focused on the task and what needed to be done some of the time. Other group members had to sometimes nag, prod, and remind me to keep on-task.
I rarely focused on the task and what needed to be done. I let others do the work.
Preparedness I brought needed materials to class and was always ready to work.
I almost always brought needed materials to class and was ready to work.
I almost always brought needed materials but sometimes needed to settle down and get to work
I often forgot needed materials or was rarely ready to get to work.
Monitors Group Effectiveness
I routinely monitored the effectiveness of the group, and made suggestions to make it more effective.
I routinely monitored the effectiveness of the group and worked to make the group more effective.
I occasionally monitored the effectiveness of the group and worked to make the group more effective.
I rarely monitored the effectiveness of the group and did not work to make it more effective.
Working with Others
I almost always listened to, shared with, and supported the efforts of others. I tried to keep people working well together.
I usually listened to, shared with, and supported the efforts of others. I did not cause "waves" in the group.
I often listened to, shared with, and supported the efforts of others, but sometimes I was not a good team member.
I rarely listened to, shared with, and supported the efforts of others. I was not a good team player.
CATEGORY 5 4-3 2 1-0
*Required Elements
The bulletin board includes all required elements as well as additional aspects.
All required elements are included on the bulletin board.
All but 1 of the required elements are included on the bulletin board.
Several required elements were missing.
Content - Accuracy
At least 7 accurate facts are displayed on the bulletin board.
5-6 accurate facts are displayed on the bulletin board.
3-4 accurate facts are displayed on the bulletin board.
Less than 3 accurate facts are displayed on the bulletin board.
Graphics - Originality
Several of the graphics used on the bulletin board reflect an exceptional degree of student creativity in their creation and/or display.
One or two of the graphics used on the bulletin board reflect student creativity in their creation and/or display.
The graphics are made by the student, but are based on the designs or ideas of others.
No graphics made by the student are included.
Graphics - Relevance
All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.
All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.
All graphics relate to the topic. Most borrowed graphics have a source citation.
Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Labels All items of importance on the bulletin board are clearly labeled with labels that can be read from at least 3 ft. away.
Almost all items of importance on the bulletin board are clearly labeled with labels that can be read from at least 3 ft. away.
Several items of importance on the bulletin board are clearly labeled with labels that can be read from at least 3 ft. away.
Labels are too small to view OR no important items were labeled.
Color Use The colors on the bulletin board work well together and form a strong coherent statement. The color choice is appropriate for the theme and objects represented or are purposely exaggerated in some way to make a point.
The use of color is coordinated across the bulletin board and is appropriate for the items and theme.
The overall use of color is ok, but is not as strong or coordinated as it could be. Some attempt at coordinating colors is evident.
Color choice for various items in the bulletin board seems inappropriate.
Balance and Use of Space
Use of positive and negative space creates a feeling appropriate to the theme. Objects are placed for best effect. Overall, it just feels right.
Use of positive space is good and the bulletin board is relatively balanced, but negative space could be utilized better to create a more cohesive feel.
The bulletin board seems to have a little too much background or seems a little too busy. Balance has not been achieved.
The bulletin board seems unfinished (too much empty space) or there is not enough balance between foreground and background causing it to seem much too busy and unfocused.
Title Title can be read from 6 ft. away and is quite creative.
Title can be read from 6 ft. away and describes content well.
Title can be read from 4 ft. away and describes the content well.
The title is too small and/or does not describe the content of the bulletin board well.
Attractiveness The bulletin board is exceptionally attractive in terms of design, layout, and neatness.
The bulletin board is attractive in terms of design, layout and neatness.
The bulletin board is acceptably attractive though it may be a bit messy.
The bulletin board is distractingly messy or very poorly designed. It is not attractive.
Time and Effort Class time was used wisely. Much time and effort went into the planning and creation of the bulletin board. It is clear the students worked at home as well as at school.
Class time was used wisely, but it did not appear there was much work done outside of class.
Class time was not always used wisely, but additional work was done at home or other times during the day.
Class time was not used wisely and no additional effort was put in at other times or places.
Bulletin BoardsRequired Elements: At least 7 “kernels of knowledge” The artist’s name prominently displayed ~ this may be your
title or you may have another title as well as the name Dates of birth & death The content may include, but is not limited to: biographical
information, works of art, style, interesting facts, and/or artistic contributions You may (but are not required to) include student work
emulating the artist’s style Student made graphic(s): Do not computer–generate all
graphics…be creative! Three-dimensional component(s) Interactive component(s) Sources are cited! DAY 1
Questions or Comments?
I have a GREAT Idea!
ART AT THE HEART OF
MIDDLE SCHOOL
DAY 2 ~ TUESDAYArts in EducationJuly, 2010
Paige V. Baggett, Ph.D.Susan Santoli, Ph.D.
University of South Alabama
Day Two Art Talk – Fandex of Painters Artifact Boxes – Picturing America
“Ladder Activity” Smart Art – Great Gov’t Sites &
Copyright Break
Art at the Heart of Middle School Top 10 Activities - #2, #3, & #4
DAY 2
Art Talk ~ Day 2
“Fandex” of Painters Activities Responding & Understanding
DAY 2
Artifact Boxes ~ Day 2
Picturing America : Resource from National http://picturingamerica.neh.gov/index.php?sec=homeLadder Activity
DAY 2
Ladder Activity Describe1. How is this ladder different from most ladders?2. Describe the side rails and rungs of this ladder3. On what does this ladder rest?4. What illusion does Puryear create by making the ladder
narrower at the top than bottom? Interpret1. Why do think this ladder would be difficult to climb?2. What can ladders symbolize?3. Where does this ladder lead?4. What might the fact that the ladder is raised off the
ground symbolize?5. How might a person climb this ladder? Give this sculpture a title:
ART:21 Ladder for Booker T. Washington Video
http://www.pbs.org/art21/artists/puryear/clip2.html#
Great Government Sites National Archives and Records
Administration http://archives.gov/education
Library of Congress http://www.loc.gov/teachers/
Smithsonian http://www.smithsonianeducati
on.org/educators/index.html
Smart Art ~ Day 2
DAY 2
Copyright A Teacher's Guide to Fair Use and Copyright
Cathy Newsome http://home.earthlink.net/~cnew/research.htm
Great explanation of copyright and fair use with very useful chart.
Copyrights and Copying Wrongs Linda Starr
http://www.educationworld.com/a_curr/curr280a.shml
Five articles on copyright and fair use Copyright A Fair(y) Use Tale
http://arttalk.wetpaint.com/page/Copyright
Break and Browse
DAY 2
Research about a particular artist deepens
the study of a historical period….
• Informational (expository) Texts: Books about Artists
• Internet Searches: • Creating Cyber Hunts
Leonardo Da Vinci
DAY 2
2. Study the development of a particular
art related technology. First, the name. We owe the name "Photography" to Sir John Herschel , who first used the term in 1839, the year the photographic process became public. The word is derived from the Greek words for light and writing.
There are two distinct scientific processes that combine to make photography possible. It is somewhat surprising that photography was not invented earlier than the 1830s, because these processes had been known for quite some time. It was not until the two distinct scientific processes had been put together that photography came into being. The first of these processes was optical. The Camera Obscura (dark room) had been in existence for at least four hundred years. There is a drawing, dated 1519, of a Camera Obscura by Leonardo da Vinci; about this same period its use as an aid to drawing was being advocated. The second process was chemical. For hundreds of years before photography was invented, people had been aware, for example, that some colors are bleached in the sun, but they had made little distinction between heat, air and light.
For more fascinating info:A History of Photography from its beginnings till the 1920s by Dr. Robert Leggat MA M.Ed Ph.D. FRPS FRSA http://www.rleggat.com/photohistory/ DAY 2
Additional Resources
History of Photography Timeline http://www.photo.net/history/timeline
The American Museum of Photography
http://www.photography-museum.com/
History of Photography and the Camera
http://inventors.about.com/library/inventors/blphotography.htm
History of Photography http://www.azuswebworks.com/photography/history.html
DAY 2
Voice Thread Responding to
Images http://voicethread.com/#home
Examples
http://voicethread.com/#q.b3352.i28616
DAY 2
3. Convey or infer meaning
Westward Expansion Activities and Options Resources
DAY 2
4. Identify aesthetic qualities reflective of a historical period or society.
• Daumier-• Orchestral Stalls
• Horace Pippin-• Christmas Morning
Breakfast
DAY 2
Horace Pippin Christmas Morning
DAY 2
ABC Books:ABCs for Baby Patriots
http://www.uflib.ufl.edu/ufdc/?m=hd1J&i=108500 DAY 2
ABC Assignment
This project is an opportunity for you to express your creativity while researching some aspect of the culture, politics or economy of World War and Its Aftermath. It covers the years 1914-1929. You may make some references to the war, but do not make that the primary focus of your book. Instead focus on the home front and the period of the 1920s. We viewed a primary document titled, ABCs for Baby Patriots, a story book for British children that glorified the British Empire. Your assignment is to produce a similar ABC book focusing on this era. Have fun with this. Let your imagination run wild!
Specifics:Your book may be a hard copy or in digital formatYou must select an aspect of European life or a particular country as a
focus for the bookYou must have one page per letter of the alphabet.There must be at least one visual on the page for each letter.Your book must have a cover with the title and your name as author.Your book must be attractive and free of spelling and grammar errors.Additional points may be earned for rhyming, original art work, special
effects, or especially creative additions to be the basis book format.Your book is due to the T drive if digital, or in hard copy, at the
beginning of class on Thursday, April 1, 2010.
DAY 2
ABC Books:Student Example #1: ABC’s for Baby Patriots
Student Example #2: The ABC’s of World War 1
DAY 2
Questions or Comments?
I have a GREAT Idea!
ART AT THE HEART OF
MIDDLE SCHOOL
DAY 3 ~ WEDNESDAY
Arts in EducationJuly, 2010
Paige V. Baggett, Ph.D.Susan Santoli, Ph.D.
University of South Alabama
Day Three Art Talk – Becoming an Art Critic &
Art Resources Artifact Boxes – SAAM Resources Smart Art – Digital Stories
Break Art at the Heart of Middle School
Top 10 Activities - #5, #6, & #7
Art Talk ~ Day 3
Choose 1 BookChoose 1 Art ReproductionBecoming an Art Critic Activity
DAY 3
Art Resources
Calendars Posters Overheads Podcasts Websites Teacher Tube
DAY 3
Artifact Boxes ~ Day 3 SAAM ~ Smithsonian American Art Museum Education Resources Learning to Look Posters to Go Superhighway Scholars
DAY 3
SAAMSmithsonian American Art Museumhttp://americanart.si.edu/
Education Resources
http://americanart.si.edu/education/classroom/results/ DAY 3
Learning to Look Integrating Social Studies and the Visual
Arts Observation vs. Interpretation Dividing up the artwork 5 W’s and an H:
Who, What, When, Where, Why, How Matching Text and an Image
http://americanart.si.edu/education/pdf/learning_to_look.pdf
DAY 3
Posters to Go!
http://americanart.si.edu/education/pdf/Posters_to_Go.pdf
DAY 3
William H. Johnson A Journey through Art with W.H. Johnson http://americanart.si.edu/education/john
son/
Smithsonian Jazz Class
http://www.smithsonianjazz.org/class/armstrong/kit/kit.asp
http://americanart.si.edu/education/rs/index.cfm http://artandsocialstudies.wetpaint.com/page/Elec
tronic+Superhighway%3A+State+History
DAY 3
Teacher Created: www.digitalhistory.uh.edu/learning_history/
Student Created: Rationing Internment Camps
Instructions: Photostory
http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/tips/firststory.mspx
Windows MovieMaker http://www.microsoft.com/windowsxp/downloads/up
dates/moviemaker2.mspx
Smart Art ~ Day 3
DAY 3
Break and Browse
DAY 3
5. Become familiar with various utilitarian purposes of art.
Ancient Pottery Spark a study of Ancient Greece and the first
Olympics by learning about the arts of the time
Create an Olympic Hydra! Have your students create Olympic water carriers out of plastic water bottles.
Historic Advertisement Site Ad Access http://library.duke.edu/digitalcollections/adac
cess/
http://www.bbc.co.uk/history/ancient/greeks/greek_olympics_gallery_03.shtml
DAY 3
6. Experience places, people, and things they would be unable to otherwise.
Cappella Sistina http://www.christusrex.org/www1/sistine/0-Tour.html
•Virtual Field Trips•Web Quests•Thinkquests
DAY 3
7. Exercise critical analysis skills while examining different aspects of and different types of art.
Vietnam Photos
http://themeparkradio.files.wordpress.com/2009/12/9xn55j5i.jpg http://www.google.com/images?q=merle+haggard&hl=en&gbv=
2&tbs=isch:1&ei=W1hDTJKmD8O78gahluywDw&sa=N&start=40&ndsp=20
DAY 3
7. Exercise critical analysis skills while examining different aspects of and different types of art.
Vietnam Photos
http://www.google.com/imgres?imgurl=http://www.weblo.com/music/images/artists/full/Edwin_Starr_48f6589e6d764.jpg&imgrefurl=http://www.weblo.com/music/artist/Edwin_Starr/16613/&usg=__p9igs8_o2RGd6M78JUXRdte_FG8=&h=249&w=200&sz=12&hl=en&start=45&itbs=1&tbnid=bTokC4C8-n4y8M:&tbnh=111&tbnw=89&prev=/images%3Fq%3DEdwin%2BStarr%26start%3D40%26hl%3Den%26sa%3DN%26gbv%3D2%26ndsp%3D20%26tbs%3Disch:1
http://ecx.images-amazon.com/images/I/B16jhOUyeES._SL600_.jpg
DAY 3
Vietnam Music
DAY 3
7. Exercise critical analysis skills while examining different aspects of and different types of art.
Four Freedoms Activity
Excerpt of Speech
Four Freedoms Website
http://www.archives.gov/exhibits/powers_of_persuasion/four_freedoms/four_freedoms.html
DAY 3
7. Exercise critical analysis skills while examining different aspects of and different types of art.
We look forward to a world founded upon four essential human freedoms. The first is freedom of speech and expression--everywhere in the world. The second is freedom of every person to worship God in his own way-- everywhere in the world. The third is freedom from want . . . everywhere in the world. The fourth is freedom from fear . . . anywhere in the world.--President Franklin D. Roosevelt, Message to Congress, January 6, 1941
7. Exercise critical analysis skills while examining different aspects of and different types of art.
Image Resources Google Image: http://images.google.com/ Google Swirl:
http://image-swirl.googlelabs.com/ How to Find Images on the Internet:
http://randomknowledge.wordpress.com/2008/05/09/how-to-find-images-on-the-internet/
Images, Clip Art, Pictures, Image Search, News Photo Galleries: www.libraryspot.com/images.htm
Life Magazine: http://www.life.com/ Online Image Resources:
http://copyright.columbia.edu/copyright/special-topics/art-and-other-images/online-image-resources/
DAY 3
Questions or Comments?
I have a GREAT Idea!
ART AT THE HEART OF
MIDDLE SCHOOL
DAY 4 ~ THURSDAYArts in EducationJuly, 2010
Paige V. Baggett, Ph.D.Susan Santoli, Ph.D.
University of South Alabama
Day Four Art Talk – Post It Artifact Boxes – Civil War Drummer
Boy Smart Art – Smart Board &
Learner.Org Video Break
Art at the Heart of Middle School Top 10 Activities - #8, #9, & #10
Art Talk ~ Day 4
Choose an Art Resource
Post-it Notes Activity
Ways to integrate ART, WRITING, and SOCIAL STUDIES:
Describe what is observed in selected works of art. Describe subject matter in works of art. Use vocabulary associated with looking at and talking about art. Describe elements of art and principles of design. Observe and discuss art in nature and in the environment. Observe, describe and identify features, similarities, and
differences in artwork. Express feelings generated by a work of art. Identify and describe the historical period/event being represented
in the artwork. Compare art associated with various cultures. Discriminate between actual and dramatic or romanticized
portrayals of persons or events. Analyze various works of art for clues depicting time periods and
places. Use technology to investigate visual images.
Using ART to Inspire Writing in Social Studies
Write a letter to an artist, asking questions about the artwork. Describe an abstract work of art in writing. Look at a photograph or painting and write about the
“sounds” you might hear in the background. Describe how a work of art reflects and differs from real life. Give a title to an artwork. Write why you would call it this. Tell what you think it would be like to live in this
painting/drawing. Write a conversation between characters seen in a work of
art (or two works of art). Imagine an artist’s show has just opened; Write a press
release or review for a newspaper describing his/her artwork.
Using ART to Inspire Writing in Social Studies
Look at a painting or poster, and then invent a history. Write something about
how the artist was feeling when it was painted, why the curator purchased this painting, or something about the subject.
Write about three works of art you would purchase if price were no object. This is the beginning of a personal art collection. Write about the choices.
Collect a variety of reproductions from various historical periods (post cards, art memo cards, calendar prints, etc…). Students are provided with a random group of reproductions and assigned a specific historical period. Students trade with one another to obtain works representative of their assigned period. When the collections are complete, students arrange works and as the “curators,” and describe the show for a potential audience.
Groups find several works of art that are based on a myth, historical event, or person, and then write about the events or people that inspired the works of art.
Describe It…Post-it…. Brainstorming with Post-it Notes Students will provide “many, varied, and unusual” single words
to describe selected or assigned works of art. No repetition of words!
The words may be dictated and recorded by the teacher on Post-it Notes or written by the students on Post-it Notes.
Students will stick Post-it Notes to the laminated artwork to for all to view, respond to, and reflect upon.
More than one piece of artwork may be described at a time.
Students may be divided into teams for cooperative work and may compete for the quantity and/or quality of responses.
Describe It…Post-it…. Brainstorming with Post-it Notes Technology Integration
Variation: Copy artwork onto an
Inspiration diagram as the main idea.
Use the Rapid Fire feature to facilitate brainstorming of descriptive words or create a worksheet for group or independent work.
I and My Village Marc Chagallhttp://www.allposters.com/
gallery.asp?aid=340651&item=290966
Describe It…Post-it…. Brainstorming with Post-it Notes Now, responses should reflect time period, culture, geography, socio-
economic group, etc… Put several pieces of art on display. Ask students: if you were a curator
and could buy any one piece of art for your museum’s collection, which would it be and why? Put a post-it note on your choice with your explanation.
Identify the century in which each work of art was produced and tell why you selected the century that you did. (Could also do this with artistic periods or different artists)
Put several pieces of art from the same artistic period on display. Ask students to give one characteristic of each painting that reflects the Renaissance, Impressionistic, etc. period.
What would it be like to live in this painting? How would you describe the place represented in this painting? How is this painting different from real life? What is the most important part of this painting? For objects d’art: For what purpose do you think this object was
created?
Artifact Boxes ~ Day 4Civil War Drummer BoyQuestions for Drummer Boy Photos:
How old is this person? What is he wearing and why? When and where was this
photograph taken? What is this person thinking and
feeling?
DAY 4
Smart Exchange Lesson Plans for Your SMART Board http://www.exchange.smarttech.com/search.
html?q=art&sbj=&grd=g7&grd=g8&grd=g6
Annenberg Media Learner.Org Teacher Professional Development and Teacher Resources across the Curriculum
http://www.learner.org/
Smart Art ~ Day 4
DAY 4
Break and Browse
DAY 4
8. Compare and contrast themes and symbols of different societies and examine the universality of many human experiences
Masks
DAY 4
Mask-Making ”It is unclear exactly when humans first starting using masks,
but there is evidence of them even in prehistoric cave art. There are numerous styles of masks around the world, and they are used for a variety of purposes. Most began with a religious, ritualistic, and/or social purpose. Some masks are considered to be alive and possess great power, whereas others may mark a rite of passage, such as that from childhood to adulthood. Some funerary masks are used to help the spirit find the correct body, and others are meant to keep the spirit from possessing the body. In contemporary western society, masks are commonly used in role playing for theatrical or holiday festivities. The purposes of masks are numerous, but the human need for them is perhaps universal.”
From: University of Missouri-Columbia Museum of Anthropology
Links to MasksMaskshttp://ignca.nic.in/mask.htm
Another Face: Masks around the Worldhttp://gallery.sjsu.edu/masks/menu.html
Mexican Maskshttp://www.mexicanmasks.us/
The Art of the African Maskhttp://cti.itc.virginia.edu/~bcr/African_Mask.html
Masks Theme Pagehttp://www.cln.org/themes/masks.html
Mask Examples at Art Talkhttp://arttalk.wetpaint.com/page/Mask-Making
9. Create something that is a reflection of or an artifact of an historical period.
Student Created Newspapers: Civil War Newspaper Lesson Plan
http://www.civilwar.org/education/teachers/lesson-plans/civil-war-newspaper-lesson-plan/creating-a-civil-war.html
Lesson Plan for a French Revolution Newspaper http://curriculalessons.suite101.com/article.cfm/lesson-plan-for-a-french-revolution-newspaper
Colonial Newspaper http://www.pghs.org/library/colonial_newspaper.htm
DAY 4
Museum in a Box Museum in a BoxYour job is to create a type of museum which will provide a student with
an overview of ________ (example: Manifest Destiny). The box should include ten to twelve items. Of these items you must include the following:
A chronological outline of events which influenced America’s belief in Manifest Destiny. These events should cover the period of time from 1830-1860.
A pamphlet or brochure which identifies each item in the box and explains its connection with Manifest Destiny. The explanation for each item should be written in 100 words or less.
An audio recording which gives the listener an overview of Manifest Destiny and discusses each of the other items included in the box. With this “audio tour” the listener should be able to “walk through the museum” and discover what Manifest Destiny is all about. The listening time on the recording should not be longer than 15 minutes; however, some pauses may be built into the audio presentation which allows the audience to stop and discuss an artifact or read a document.
Your group may select the other items to include in the box. Be careful to select and arrange your exhibit so that your museum tells the story of Manifest Destiny. Use strategies and techniques to keep your audience interested in your subject. Make your museum something that someone would want to view. You have one week to complete this assignment.
This can easily be done with any person, book, country, historical period,
etc.
10. Address the variety of learning styles, readiness, and interest levels that are present in all middle school classrooms.
DAY 4http://artandsocialstudies.wetpaint.com/page/Differentiated+Instruction
Questions or Comments?
I have a GREAT Idea!
Post Questionnaire
“ALL PEOPLES, EVERYWHERE, HAVE AN ABIDING NEED FOR MEANING-TO CONNECT TIME AND SPACE, EXPERIENCE AN EVENT, BODY AND SPIRIT, INTELLECT AND EMOTION. PEOPLE CREATE ART TO MAKE THESE CONNECTIONS…A SOCIETY AND PEOPLE WITHOUT THE ARTS ARE UNIMAGINABLE” …..GELINEAU
