Integrating Visual Arts Literacy Skills with Social

Studies Content

Joyce H. Burstein & Gregory Knotts

California State University, Northridge

March 3, 2012

Why Social Studies and the Arts?

Use cultural anthropology as a lens for teaching (Burstein & Knotts, 2011; Skelton, 2004);

Brings expressive culture to life through the 4 art forms (Aaron, 1994; Scheld, 2011; Wenner, 1976);

Use the visual-performing arts as a vehicle to teach social studies concepts (Jones, 2005);

Use of multiple intelligences (Gardner, 1989);

Teaches participation and social skills- both goals of social studies and the arts (Abril, 2007).

True Integration Guidelines

Choose content standard(s) for History-Social Science first

Choose Visual or Performing arts content standard to compliment the skill or concept being taught in HSS

Create an objective for both the HSS content and Arts content

Use and teach academic content vocabulary for both Create performance based assessment Make sure the criteria is clear for both HSS and VPA

content and skills

5th Grade Immigration Stories and Mixed Media Art Style of Robert

RauschenbergNational Geography Content Standards

#9- The characteristics, distribution, and migration of human population on the Earth’s surface

#12- The processes, patterns, and functions of human settlement

CA Visual Arts Content Standards

5.2.5- Assemble a found object/sculpture or a mixed media 2D composition that reflects unity and harmony and communicates a theme

Lesson Steps

Students create questions to interview parents and grandparents about immigration/migration

Teach interview techniques in class- model and role play

Students interview familyBring data to class to analyze patterns and

reasons for immigration/migrationWrite family story and record on audiotape

Connect Social Studies with Visual Arts

Introduce Rauschenberg and mixed media art- slideshow Students collect artifacts, photos, and writing about

immigration/migration of the family Use found pictures and phrases in magazines and newspapers

to express story Teach visual arts concept of mixed media Field trip to Museum of Contemporary Art (MOCA) Students start mixed media piece using collected primary

sources and found art Create a gallery- students do gallery walk of family

immigration/migration story with audio tape playing in front of art piece

Critique- art and social studies commentary of pieces

4th Grade: Gaining Perspective

The social influences of art, from Michelangelo to Ansel Adams

Short- and Long-Term CA H/SS Standards

4.4.9 Analyze the impact of twentieth-century Californians on the nation’s artistic and cultural development, including the rise of the entertainment industry (e.g., Louis B. Meyer, Walt Disney, John Steinbeck, Ansel Adams, Dorothea Lange, John Wayne).

CA Visual Arts Standards 1.4 Describe the concept of proportion (in face, figure) as

used in works of art. 2.5 Use accurate proportions to create an expressive portrait

or a figure drawing or painting. 3.1 Describe how art plays a role in reflecting life (e.g., in

photography, quilts, architecture). 3.3 Research and describe the influence of religious groups

on art and architecture

Lesson Steps

Guiding Question: How has art influenced your life and/or beliefs?

Students brainstorm ideas of how TODAY’S art (movies, TV, magazines) has impacted their choices and/or beliefs

Influence of art on society (ad campaigns for drugs; social movements: Going Green)

Influence of religious groups on art and architecture: religious depictions in the CA missions; Michelangelo and the Sistine Chapel

The first Going Green movement: Ansel Adams

Integration of Visual Arts

Post small pictures on the roof of the classroom; students try to decipher pictures

Students pair up and draw pictures to be held on opposite sides of the classroom (to be seen from far away)

Use of proportion Students draw and paint pictures a la Michelangelo

(precursor to photo montage) Ansel Adams photography (context, history) Students create photo montage of an issue important

to them in order to influence the beliefs of others

Drawing Like Mike (A’Langelo)

Gaining a new perspective

Student GAINS

Student engagement

A historical lensArt as influencerCritical

consciousness about how art is used to manipulate THEIR perspective

CA Native American Culture

History-Social Science and Visual Arts Content Standards 4.2 Students describe the social, political, cultural, and economic

life and interactions among people of California from the pre-Columbian societies.

1.Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources.

Diversity of the Visual Arts3.2 Identify and discuss the content of works of art in the past and present, focusing on the different cultures that have contributed to California's history and art heritage.

Lesson Steps

Do a KWL to access prior knowledge about CA Indians

Model photoanalysis process using visual evidence to draw conclusions

Students analyze images of CA Indians to identify and analyze cultural artifacts

Teacher teaches lesson on visual arts elements and principles: line, color, form, pattern, in relationship to cultural aspects of regional tribes in CA (e.g. Chumash, Yokut, Miwok, Cahuilla, Yurok, Pomo)

4th Grade: Analyzing Native American Art

2nd Grade: Critical Consumers

H/SS:ECONOMICS 2.4.2: Students understand basic economic concepts and their

individual roles in the economy and demonstrate basic economic reasoning skills by understanding the role and interdependence of buyers (consumers) and sellers (producers) of goods and services.

VPA: ARTISTIC PERCEPTION & HISTORICAL/CULTURAL CONTEXT

2.1.3: Identify the elements of art in objects in nature, the environment, and works of art, emphasizing line, color, shape/form, texture, and space.

2.3.3: Identify and discuss how art is used in events and celebrations in various cultures, past and present, including the use in their own lives.

Lesson StepsDisplay advertisements, brochures, and movie

posters on front boardAsk students to choose an ad and write down

how they feel about it and why the ad made them feel that way (evidence-driven)

Discussion of consumer/producer; advertisingGet in teams of two and design a product to

advertiseCreate brochure to advertise product (draw,

write, montage of existing images)Present product to persuade people (use of

language)

Integration of Visual Arts

What are advertisers doing to highlight the product? (line, color, shape/form, texture, and space)

Arts vocabulary can be introduced here or reinforced from previous lessons, depending on familiarity with the art concepts; no need to highlight ALL concepts if this is an introduction of terms (space and color!)

Examples from ads, posters, and brochures

Work groups of ad sales

Color & Space to motivate the Consumer

Student Gains

Student Engagement Becoming a Critical

Consumer Critical consciousness

about how art is used to manipulate THEIR perspective

Debate and Persuasive Language

Let’s Get Started!

Primary Source photographs – using visual cues 8th grade: Learning about the Depression

Visual Art – utilize visual literacy skills 6th grade: Ancient Egypt

Historical Inquiry – integrating the visual arts in order to gain access to history/social studies content

THANKS

Joyce H. Burstein: Joyce.burstein@csun.edu

Greg Knotts: Greg.knotts@csun.edu

Find Reclaiming social studies for the elementary classroom at www.kendallhunt.com