mrs. miyasaki hartsville middle school - · pdf file · 2016-01-21joan miro mrs....

Joan Miro

Mrs. Miyasaki Hartsville

Middle School

“I try to apply colors like words that shape poems, like notes that shape music.”

Accommodating All Learners: Strategies

Visual/spatial - gallery visits (actual and/or virtual), art prints in the classroom, and observational art activities.

Verbal/linguistic -narration, class discussion, critique, and writing about art.

Logical/mathematical- opportunities to see and create patterns, measure, identify and create visual weight and balance, work with geometric shapes, and use mathematical drawing and building like architectural design.

Bodily/kinesthetic- art-making activities, experience hands-on creating, and express emotions through color and symbolism.

Musical/rhythmic- creating art to music.

Students who have Asperger’s and/or are

somewhere on the Autism scale: Anticipate when a

set of circumstances will be overwhelming to a student and

provide an alternative.

Students with physical limitations:

Develop a non-verbal signal for the student to ask for

assistance. Provide the option of table easels. Assign student

helpers.

Students with IEP’s and 504 Plans:

Follow instructions on IEP and collaborate with special

education teacher.

Color Blind Students:

Provide written labels for all colors. Create all flipcharts with

high contrast text (dark font on white or light font on black).

Non- English Speaking: If available, provide seating

near a student that is able to translate. Use the Internet to

translate text.

3

Multiculturalism and Cross-Curricular Activities, Early Finishers

4

Students are grouped by tables based on a pre-test used to measure their

ability to follow instructions and safety procedures. Students that

struggle to keep up with step by step directions and procedures are

grouped with those that have little difficulty following instructions and

procedures. This ensures safety in the

classroom.

Students that do not master skills modeled will be given re-grouped and given another demonstration.

Seventh grade students have been studying famous artist.

TALKING Students are allowed to talk at their tables during work time . They must use an inside voice or whisper. They must be working the entire time.

If they get too loud or stop working, I will flip the letter “A” (located on the wall).

If it happens again, I will flip the letter “R”.

If the “T” is flipped, talking privileges will be taken away for the rest of class.

5

EARLY FINISHERS

DRAW WALL

Sketchbook assignments Zentangles Coloring sheet Cartooning Reading

7

Each lesson ends with a major project. The project is graded using a Self Reflection Rubric. The project rubric counts as a test grade.

Circle the number in

pencil that best

shows how well you

feel that you

completed that

criterion for the

assignment

POOR (significant

improvement

needed)

AVERAGE (still some

improvement

needed)

GOOD (very little

improvement

needed)

EXCELLENT No

improvement

needed

STUDENT

RATING

TEACHER

RATING

What level of effort

did the student put

forth in the project?

5-6

7-8

9

10

How well did the

student stay on task

and complete the

project in a timely

manner?

5-6

7-8

9

10

What is the level of

creativity used?

5-6

7-8

9

10

What is the level of

craftsmanship and

technique used?

5-6

7-8

9

10

How well does this

artwork follow the

rules for the project?

5-6 (no rules

followed)

7-8 (1 rule

followed)

9 (2 rules

followed)

10 (all 3 rules

followed)

PART ONE OF PROJECT RUBRIC: RATE YOURSELF

Rate yourself

8

Each lesson ends with a major project. The project is graded using a Self Reflection Rubric. The project rubric counts as a test grade.

PART TWO OF PROJECT RUBRIC: PROJECT RULES

RULE 1 The students used geometrical shapes on mask. RULE 2 The student created a symmetrical design. RULE 3 The student used overlapping.

1. In talking about your own work of art, how closely does the end result

match what you had in mind to create?

2. Explain why you chose the images, objects, and colors you did for your

artwork.

3. What was your experience like in making this artwork?

4. What would you have done if you had had more time?

5. What titles could you give this artwork? Name at least three.

PART THREE OF PROJECT RUBRIC: SELF REFLECTION

EXAMPLE

Closure: Rapid

Response Cards

Bell Work

Closure: Rapid

Response Cards

Read aloud/Identify

Key Terms

Read aloud/Identify Key

Terms

Power Point

Demonstrate completing

ABC biography handout

ABC Biography together

Group- Use the information from

today’s lesson to create an ABC

biography. Share results with class.

Demonstrate steps to

creating painting

Practice steps (guided

practice)/ plan painting

Create a painting in the

style of Joan Miro

Identify the characteristics of artist and artworks from various historical

periods.

Essential Question

Essential Question

Standard

Standard

Create artworks by using elements and principles of design that

are appropriate for good composition and for the

communication of the particular ideas.

Create a painting in the style of Miro that is appropriate for good

composition and follows the project rules.

Using the ABC Biography sheet, identify the characteristics of Joan Miro’s

art and his life as an artist.

Whole group discussion. Write student ideas

around light bulb.

Did you ever draw or color a picture as a child?

What did it look like?

Joan Miro

1893-1983

Spanish painter, sculptor, and ceramist

His work has been called “a sandbox for the subconscious mind”

Known for creating many Public Works

Joan Miro was born in Spain. He began drawing at an early age and studied art throughout school. Much of his work is said to have childlike qualities. He had a very long career and was influenced by many artistic styles.

Joan Miro became famous for completing art installations in public places.

One of his works, a tapestry, hung in the World Trade Center in New York City. It was the most expensive piece of art destroyed when the Twin Towers fell on September 11, 2001.

• What shapes do you see? How many dots are in the painting? • This painting is called People and Dog in the Sun. Can you find the people? The Dog? The Sun? • This painting is sometimes referred to as “Upside-Down Figures”. Can you see why? • Is this painting something you would see in real life? Why or why not?

In Paris, Miró became friends with Surrealist artists and writers.

He began to paint images from his dreams and imagination.

Birth of the World. 1925, Oil on canvas, 98 ¾ x 78 ¾ inches.

Hirondelle Amour. 1933-34, Oil on canvas, 6’ 6 ½” x 8’ 1 ½ “

Would you describe the shapes in this painting as organic or geometric?

Can you find the bird? The pair of lovers?

Do you see symbols that remind you of a night sky?

The Beautiful Bird Revealing the Unknown to a Pair of Lovers. 1941,

Guache and oil wash on paper, 18 x 15 inches

In Miro’s later work, he used a few simple colors.

Do you see a peasant with a scythe in this painting?

What else could the yellow curved shape be?

Catalan Peasant in Moonlight. 1968, Acrylic on canvas, 63 7/8 x 51 1/8 inches

Characteristics of Miro’s Art

Childlike

Images from dreams and imagination

Characteristics of Miro’s Art

Primary colors- red, yellow and blue.

Primary Colors

• The primary colors are red, blue, and yellow.

• Primary colors cannot be made from other colors.

Characteristics of Miro’s Art

GEOMETRIC SHAPES- man made shapes

ORGANIC SHAPES- shapes found in nature

Characteristics of Miro’s Art

Lots of dots

Characteristics of Miro’s Art

Abstracted shapes

Characteristics of Miro’s Art

No gravity

Seems to float on paper

Video clip of work by

Miro

Group Instructions: Use the ABC Biography handout to find words that describe the work and life of the artist.

Model One, One Together, Complete the rest on your own

Instructions: Respond to the questions using the art

rapid response cards. Hold up the correct answer to the

question.

Miro was a _________painter that lived from 1893- 1983

A. French

B. Spanish

A. True

B. False

Art had many childlike qualities.

A. travels

B. dreams

Painted images from his ______ and imagination.

A. primary

B. secondary

Used ________ colors (red, yellow and blue).

A. move

B. float

Images seem to ______ on paper.

Accommodating All Learners: Strategies

Visual/spatial - gallery visits (actual and/or virtual), art prints in the classroom, and observational art activities.

Verbal/linguistic -narration, class discussion, critique, and writing about art.

Logical/mathematical- opportunities to see and create patterns, measure, identify and create visual weight and balance, work with geometric shapes, and use mathematical drawing and building like architectural design.

Bodily/kinesthetic- art-making activities, experience hands-on creating, and express emotions through color and symbolism.

Musical/rhythmic- creating art to music.

Students who have Asperger’s and/or are somewhere on the Autism scale: Anticipate when a set of circumstances will be overwhelming to a student and provide an alternative. Students with physical limitations: Develop a non-verbal signal for the student to ask for assistance. Provide the option of table easels. Assign student helpers. Students with IEP’s and 504 Plans: Follow instructions on IEP and collaborate with special education teacher. Color Blind Students: Provide written labels for all colors. Create all flipcharts with high contrast text (dark font on white or light font on black). Non- English Speaking: If available, provide seating near a student that is able to translate. Use the Internet to translate text.

37

Multiculturalism and Cross-Curricular Activities, Early Finishers

38

Students are grouped by tables based on a pre-test used to measure their

ability to follow instructions and safety procedures. Students that

struggle to keep up with step by step directions and procedures are

grouped with those that have little difficulty following instructions and

procedures. This ensures safety in the

classroom.

Students that do not master skills modeled will be given re-grouped and given another demonstration.

Seventh grade students have been studying famous artist.

TALKING Students are allowed to talk at their tables during work time . They must use an inside voice or whisper. They must be working the entire time.

If they get too loud or stop working, I will flip the letter “A” (located on the wall).

If it happens again, I will flip the letter “R”.

If the “T” is flipped, talking privileges will be taken away for the rest of class. 39

EARLY FINISHERS

DRAW WALL

Sketchbook assignments Zentangles Coloring sheet Cartooning Reading

41

Each lesson ends with a major project. The project is graded using a Self Reflection Rubric. The project rubric counts as a test grade.

Circle the number in

pencil that best

shows how well you

feel that you

completed that

criterion for the

assignment

POOR (significant

improvement

needed)

AVERAGE (still some

improvement

needed)

GOOD (very little

improvement

needed)

EXCELLENT No

improvement

needed

STUDENT

RATING

TEACHER

RATING

What level of effort

did the student put

forth in the project?

5-6

7-8

9

10

How well did the

student stay on task

and complete the

project in a timely

manner?

5-6

7-8

9

10

What is the level of

creativity used?

5-6

7-8

9

10

What is the level of

craftsmanship and

technique used?

5-6

7-8

9

10

How well does this

artwork follow the

rules for the project?

5-6 (no rules

followed)

7-8 (1 rule

followed)

9 (2 rules

followed)

10 (all 3 rules

followed)

PART ONE OF PROJECT RUBRIC: RATE YOURSELF

Rate yourself

42

Each lesson ends with a major project. The project is graded using a Self Reflection Rubric. The project rubric counts as a test grade.

PART TWO OF PROJECT RUBRIC: PROJECT RULES

RULE 1 The students used geometrical shapes on mask. RULE 2 The student created a symmetrical design. RULE 3 The student used overlapping.

1. In talking about your own work of art, how closely does the end result

match what you had in mind to create?

2. Explain why you chose the images, objects, and colors you did for your

artwork.

3. What was your experience like in making this artwork?

4. What would you have done if you had had more time?

5. What titles could you give this artwork? Name at least three.

PART THREE OF PROJECT RUBRIC: SELF REFLECTION

EXAMPLE

Closure: Rapid Response Cards

Bell Work

Closure: Rapid Response Cards

Read aloud/Identify Key Terms

Read aloud/Identify Key Terms

Power Point Demonstrate completing ABC biography handout

ABC Biography together

Group- Use the information from today’s lesson to create an ABC biography. Share results with class.

Demonstrate steps to creating painting

Practice steps (guided practice)/ plan painting

Create a painting in the style of Joan Miro

Identify the characteristics of artist and artworks from various historical periods.

Essential Question

Essential Question

Standard

Standard

Create artworks by using elements and principles of design that are appropriate for good composition and for the communication of the particular ideas.

Create a painting in the style of Miro that is appropriate for good composition and follows the project rules.

Using the ABC Biography sheet, identify the characteristics of Joan Miro’s art and his life as an artist.

Whole group discussion. Write student ideas

around light bulb.

Did you ever draw or color a picture as a child? What did it look like?

Instructions: Respond to the questions using the art

rapid response cards. Hold up the correct answer to the

question.

Miro was a _________painter that lived from 1893- 1983

A. French

B. Spanish

A. True

B. False

Art had many childlike qualities.

A. travels

B. dreams

Painted images from his ______ and imagination.

A. primary

B. secondary

Used ________ colors (red, yellow and blue).

A. move

B. float

Images seem to ______ on paper.

Demonstrate creating a Miro sketch with the game board.

Demonstrate transferring design to large

paper.

Demonstrate adding color to design.

Demonstrate outlining the design.

Practice drawing a Miro with game

Practice using paintbrush to create color sections and outlines

(Guided Practice)

Instructions: Respond to the questions using the art

rapid response cards. Hold up the correct answer to the

question.

Question: Based on where students are at in the lesson

A. TRUE

B. FALSE

Draw a Miro monster design on large paper (use the sketch you made with the game) Paint the design with primary colors

Outline the design with black

Did you create a monster using elements of a Miro painting?

Did you transfer design to large paper?

Did you paint design using color relationships characteristic of a Miro?

PROJECT RULES

ACTIVITY (practice for final)

1. Roll one die. 2. Draw the body shape

shown under the number rolled.

3. Roll again and add the head shape.

4. Continue with eyes and nose.

5. Roll again for shapes to add and lines to add.

Demonstrate first roll.

1. I. Allegro Vivace Assai - Presto

2. II. Allegro Assai

3. III. Adagio

4. IV. Finale: Allegro Molto

5. I. Allegro Ma Non Troppo

6. II. Adagio

7. III. Scherzo: Presto - Trio: Andante Sostenuto

8. IV. Allegretto

Epilogue - Miro Quartet; Schubert: Quintet D956/Mendelssohn: Quartet, op. 80

50 points from project and project rules. 50 points from self-reflection.

Did you create a monster using elements of a Miro painting? Did you transfer design to large paper? Did you paint design using color relationships characteristic of a Miro?

61

Share your art with two people in your group. Ask for ideas and suggestions. Give ideas and suggestions. Find something you like in one person’s work. Find one thing you might would change.

REFLECTIONCN

Accommodating All Learners: Strategies

Visual/spatial - gallery visits (actual and/or virtual), art prints in the classroom, and observational art activities.

Verbal/linguistic -narration, class discussion, critique, and writing about art.

Logical/mathematical- opportunities to see and create patterns, measure, identify and create visual weight and balance, work with geometric shapes, and use mathematical drawing and building like architectural design.

Bodily/kinesthetic- art-making activities, experience hands-on creating, and express emotions through color and symbolism.

Musical/rhythmic- creating art to music.

Students who have Asperger’s and/or are somewhere on the Autism scale: Anticipate when a set of circumstances will be overwhelming to a student and provide an alternative. Students with physical limitations: Develop a non-verbal signal for the student to ask for assistance. Provide the option of table easels. Assign student helpers. Students with IEP’s and 504 Plans: Follow instructions on IEP and collaborate with special education teacher. Color Blind Students: Provide written labels for all colors. Create all flipcharts with high contrast text (dark font on white or light font on black). Non- English Speaking: If available, provide seating near a student that is able to translate. Use the Internet to translate text.

64

Multiculturalism and Cross-Curricular Activities, Early Finishers

65

Students are grouped by tables based on a pre-test used to measure their

ability to follow instructions and safety procedures. Students that

struggle to keep up with step by step directions and procedures are

grouped with those that have little difficulty following instructions and

procedures. This ensures safety in the

classroom.

Students that do not master skills modeled will be given re-grouped and given another demonstration.

Seventh grade students have been studying famous artist.

TALKING Students are allowed to talk at their tables during work time . They must use an inside voice or whisper. They must be working the entire time.

If they get too loud or stop working, I will flip the letter “A” (located on the wall).

If it happens again, I will flip the letter “R”.

If the “T” is flipped, talking privileges will be taken away for the rest of class. 66

EARLY FINISHERS

DRAW WALL

Sketchbook assignments Zentangles Coloring sheet Cartooning Reading

68

Each lesson ends with a major project. The project is graded using a Self Reflection Rubric. The project rubric counts as a test grade.

Circle the number in

pencil that best

shows how well you

feel that you

completed that

criterion for the

assignment

POOR (significant

improvement

needed)

AVERAGE (still some

improvement

needed)

GOOD (very little

improvement

needed)

EXCELLENT No

improvement

needed

STUDENT

RATING

TEACHER

RATING

What level of effort

did the student put

forth in the project?

5-6

7-8

9

10

How well did the

student stay on task

and complete the

project in a timely

manner?

5-6

7-8

9

10

What is the level of

creativity used?

5-6

7-8

9

10

What is the level of

craftsmanship and

technique used?

5-6

7-8

9

10

How well does this

artwork follow the

rules for the project?

5-6 (no rules

followed)

7-8 (1 rule

followed)

9 (2 rules

followed)

10 (all 3 rules

followed)

PART ONE OF PROJECT RUBRIC: RATE YOURSELF

Rate yourself

69

Each lesson ends with a major project. The project is graded using a Self Reflection Rubric. The project rubric counts as a test grade.

PART TWO OF PROJECT RUBRIC: PROJECT RULES

RULE 1 The students used geometrical shapes on mask. RULE 2 The student created a symmetrical design. RULE 3 The student used overlapping.

1. In talking about your own work of art, how closely does the end result

match what you had in mind to create?

2. Explain why you chose the images, objects, and colors you did for your

artwork.

3. What was your experience like in making this artwork?

4. What would you have done if you had had more time?

5. What titles could you give this artwork? Name at least three.

PART THREE OF PROJECT RUBRIC: SELF REFLECTION

EXAMPLE

AGENDA

70

Bell work E.Q. Read aloud/write Review instructions and model completing grade sheet. Complete question one together You Do- Complete reflection/grade sheet

50 points from project and project rules. 50 points from self-reflection.

Did you create a monster using elements of a Miro painting? Did you transfer design to large paper? Did you paint design using color relationships characteristic of a Miro?

71

Use descriptive, interpretive, and evaluative statements to make informed aesthetic judgments about your art.

Today’s E.Q

Read Aloud/ Key Terms

What have we learned so far?

Why do you think judging your own work is important?

Group Discussion

75

My end result was a little different from my original idea. I really wanted to use red for the center part of the design. After getting started, I decided blue would provide more balance in the design.

I had to change some things, but I liked the way it turned out. It looked like my original idea.

It looked good. I liked it.

In talking about your art, how does the end result match

what you had in mind?

76 Explain why you chose the images, objects and

colors?

Mrs. Miyasaki wanted us to use African designs. I picked the triangle patterns because I thought they looked more African. I used a lot of white because it stood out on my dark background.

I picked the triangles because I liked them. The teacher picked the colors.

Because I liked them.

77 What was your experience like in making this art

work?

I really enjoyed this project because I like to paint. I did get annoyed with the messy black paint, but I still enjoyed making the mask. I thought painting the patterns was difficult. I didn't like that part.

It was fun because I like to paint.

It was fun.

78 What would you have done if you had more

time?

If I had more time, I would have liked to add more trees to the background. I would also have taken my time on the watercolor part. I thought it was a little too messy!

I would have added more things to the picture.

Nothing.

Instructions: Respond to the questions using the art

rapid response cards. Hold up the correct answer to the

question.

Do you answer questions in complete sentences?

A. Yes

B. No

How much are the self- reflection questions worth?

A. 10 points each

B. 5 points each

How many total points can you get for rating yourself in the top

portion?

A. 50

B. 100