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TRANSCRIPT
Art Moves Us
The Giant Dipper, 2010, airbrush, ink on paper by Ati Maier
Visual Thinking Strategies II
LTC 8900-60
June 11, 2012
Elizabeth Ozbun
Table of Contents
I. Unit Overview
Rationale/Purpose
Big Idea and Theme
Key Concepts
Essential Questions
Objectives
Cross-Curricular Objectives
Table of Specifications: ADE Curriculum Framework
Sequence of Images
Image Rational
Artmaking Activities
II. Lesson Plans
Lesson 1: Yay! Roller Coasters!
Lesson 2: Wow! Color!
Lesson 3: In a picture…
Lesson 4: I feel….
Lesson 5: Post-Assessment
III. Assessment Strategies
IV. Additional Resources
I. Unit Overview
Rationale/Purpose
Art Moves Us is an art unit for kindergarten students. The big idea is influenced by the
work of John Dewey in Art as Experience. The purpose of this unit is to help students to
verbalize their art experiences, recognize emotion, and express emotion in art. The students will
do this my making art and communicating meaning in written and spoken language. The students
live in a highly visual culture. They need to know how to understand, produce, and respond to
visual images. In this unit, students will be guided to understand that line and color can be used
to communicate meaning. The goals of this unit are to increase higher level thinking skills,
creativity, and affective development. These goals are met through the use of Visual Thinking
Strategies, open-ended art activities, and the scaffolding of assessment tools. The unit
construction is based the recommendations for curriculum development defined by Sydney R.
Walker in her book, Teaching Meaning in Artmaking.
Big Idea and Theme
The big idea of this unit is: Art is experience.
The subject matter is roller coasters.
Key Concepts
Art is the experience of making art
Art is the experience of encountering art
Art can convey a message.
Art can convey a mood.
Art can convey symbolism that the viewer interprets.
Essential Questions
How do we experience making art?
How do we encounter art?
How do artists convey messages?
How do artists convey moods?
How do artists use symbols?
Objectives
The student will discuss artworks with peers using VTS strategies.
The student will use a variety of line to types to communicate a message.
The student will identify colors with emotions.
The student will use colors as symbols for emotion.
The students will create line drawing schemas that communicate emotion
The student will identify meaning expressed their artworks.
The student will communicate personal experience in an artwork using line and color.
CROSS-CURRICULUAR CONNECTIONS
Descriptive Writing (Language Arts)
2-D and 3-D (Math)
ADE Standard
Les
son
1
Les
son2
Les
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3
Les
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4
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VA.5.K.1 Investigate lines X X X X
VA.5.K.3 Identify basic colors X X X X
VA.6.K.3 Produce an artwork that involves problem solving
X X X X
VA.6.K.6 Transfer ideas and feelings to others through original works of self expression
X X X X
VA.6.K.7Produce artwork inspired by or connected to content from other disciplines (e.g. social studies, literacy, performing arts, science, math)
X
VA.7.K.2 Tell about a personal artwork and works of others (e.g. famous artists, appropriate elements of art, subject matter)
X X X X
Table of Specifications
Arkansas Department of Education Student Learning Expectations
VTS Images (in sequence) Title Artist/Culture Rationale
1.
Coney Island, 1945
Weegee (Arthur Fellig),20th Century,
American
Pre-Assessment of emotional language
2.
The Giant Dipper, 2010
Ati Maier,21st Century,
German
Motivational eye candy, sensory invitation to discuss color and line in an engaging context
3.
Hansel and Gretel, 2009
Corey Godbey,21st Century,
American
Compare/Contrast, identifying feeling of being too small or lost
4.
The Lost Child, 1866
Arthur Hughes, 19th Century,
English
Compare/Contrast, identifying feeling of being found and belonging
5.
Coney Island, 1945
Weegee (Arthur Fellig),20th Century,
American
Post-Assessment of emotional language
VTS IMAGE RATIONALE
Image #1: (Day One) The photograph by Weegee is a pre-assessment image. The
image introduces the subject matter, roller coasters, and the viewpoint I expect the
students to take, of a young child. The photograph is taken just above the eye level of
the young boy, so the students will be entering the image at his level. The image is not
overwhelming for the age group. The stop action is in located in the roller coaster cars
on the tracks, and in the turning of the boy to look at the roller coaster. There is an
intersection of the rollercoaster track, the boy’s head in the center of the image, and the
fence. The students will be driven to form narratives that I will record and later compare
with post-assessment dialogue. The information I am looking for is emotional response.
Image #2: (Day Two) The VTS discussion of this painting will follow a video clip and a
sculpture activity using line. It contains strong elements of line and color. The image will
scaffold the unit to include discussions of color. I think the students will respond
emotionally to the artwork because it will be a sensory overload.
Images #3 and #4; (Day Four) Students will have been scaffolded to communicating
emotions through line and color through children’s literature in Day Three. The VTSing of
these artworks side by side will follow a reading of a book about a little boy who is told
he is too small to ride roller coasters, and subsequently gets lost in the park. I am hoping
that students bring personal of experiences of feeling big, small, lost, scared, frustrated,
loved, and protected to the table in the discussion of the book and these two images.
Recognition of various feelings of growing up will be used for a self-portrait activity.
Image #5; (Day Five or Six) The Weegee photograph will be VTSed again for post-
assessment. I will record this discussion and look for evidence of transference student
emotional language to a black and white image,
Artmaking Activities
Artmaking Activity A: Students will construct a three dimensional rollercoaster out of
construction paper strips. Students will use “paper lines,” combine different line types,
and produce a continuous rollercoaster. The purpose of the lesson is to enforce that
lines can communicate. The emphasis will not be on emotions in the first artmaking
activity.
Artmaking Activity B: Color and emotions will be introduced in the second art making
activity. The students will work two-dimensionally to make a printmaking plate. The
students respond the painting, The Giant Dipper, and make the lines of a roller coaster
using glue. After the glue dries, students will choose colors that express their feelings
about roller coasters. Paint will be applied with rollers, and prints will be made.
Artmaking Activity C: Students will discuss as a class and develop schemas for
portraying emotions. The class schemas will be documented on a chart using crayons.
Armaking Activity D: Students will respond to a writing prompt such as, “Tell of a time
when you felt too small. Explain why you felt small, and who helped you.” Student will
use a schema and oil pastels to communicate their feeling in a self-portrait.
II. Lessons
Lesson One: YAY! Roller coasters!
Learning Goal:
The student will use a variety of line to types to communicate a message.
The student will identify meaning expressed their artworks.
The student will discuss artworks with peers using VTS strategies.
Instructional Time Necessary: 50 minutes
Essential Questions aligned to the lesson:
How do we encounter art?
How do artists convey messages?
How do we experience making art?
Materials Necessary:
VTS Image #1
Thrill Ride: The Science of Fun by Imax, Chapter 2
Video camera for pre-assessment
Glue
9”x12” cardstock bases
pencils
Lesson Introduction: The students will VTS Coney Island, 1945 by Weegee, followed by a
short clip of a roller coaster ride.
Lesson Steps / Student Learning Activities:
1. VTS image #1.
2. Watch video clip of roller coaster ride.
3. Demonstration: How to fold glue tabs
4. Guided Practice: How to create different line types
5. Independent Practice: Making paper roller coasters
Wrapping up the lesson: Ask Group A students to share with the class how their roller coaster
works.
Lesson Two: WOW! Color!
Learning Goal:
The student will discuss artworks with peers using VTS strategies.
The student will use a variety of line to types to communicate a message.
Instructional Time Necessary: 50 minutes
Essential Questions aligned to the lesson:
How do we encounter art?
How do artists use symbols?
Materials Necessary:
Roller Coaster by Marla Frazee
VTS Image #2
Note book paper and Chart paper to write down expressive language
Glue
11”x14” cardboard rectangles
pencils
Lesson Introduction: The teacher will read Roller Coaster.
Lesson Steps / Student Learning Activities:
1. Read Roller Coaster by Marla Frazee.
2. VTS Image #2: teacher will jot personal notes of expressive language used during
discussion.
3. Demonstration: How to draw with glue.
4. Independent Practice: Students will reflect on the VTS image, then draw a picture
that comes to mind using continuous glue lines.
Wrapping up the lesson: Write down the “colorful” words the students used during VTS on
chart paper and review with the class.
Lesson Three: In a Picture…
Learning Goal:
The student will identify colors with emotions.
The student will use colors as symbols for emotion.
The students will create line drawing schemas that communicate emotion
Instructional Time Necessary: 50 minutes
Essential Questions aligned to the lesson:
How do artists convey moods?
How do artists use symbols?
How do we experience making art?
Materials Necessary:
Cardboard printing plates
Brayers
Paper plates of paint
11”X14” Drawing paper
My Many Colored Days by Steve Johnson and Lou Fancher
The Way I Feel by Janan Cain
pencils
Lesson Introduction: The teacher will read My Many Colored Days.
Lesson Steps / Student Learning Activities:
1. Read My Many Colored Days by Steve Johnson and Lou Fancher
2. Briefly review emotions that could match different colors
3. Demonstration: How to roll on paint. How to pull a print
4. Guided Practice: Students will roll on paint and pull prints with teachers help
and/or permission.
5. Read The Way I Feel by Janan Cain.
6. Ask student to come up to the board and share ideas for schema that communicate
emotions using line and color.
7. Teacher will record ideas on chart paper. Students can keep charts at their seats.
Wrapping up the lesson: Ask Group B students to explain their prints to the class.
Lesson Four: I Feel….
Learning Goal:
The student will identify meaning expressed their artworks.
The student will communicate personal experience in an artwork using line and color.
The student will discuss artworks with peers using VTS strategies.
Instructional Time Necessary: 50 minutes
Essential Questions aligned to the lesson:
How do we encounter art?
How do artists convey messages?
How do artists convey moods?
How do artists use symbols?
Materials Necessary:
Little Rabbit Lost by Harry Horse
VTS Image #3
VTS Image #4
Schema charts
Oil pastels
9”x12” drawing paper
pencils
Lesson Introduction: The teacher will read Little Rabbit Lost.
Lesson Steps / Student Learning Activities:
1. Little Rabbit Lost by Harry Horse
2. Ask students to share times when they felt big or small.
3. VTS Images #3 and #4
4. Give writing prompt: “Tell of a time when you felt too small. Explain why you felt
small, and who helped you.”
5. Review “colorful” words.
6. Demonstration: Student will use a schema and oil pastels to communicate their
feeling in a self-portrait.
Wrapping up the lesson: Ask Group C students to explain their drawings to the class.
Lesson Five: Post-assessment
Learning Goal:
The student will discuss artworks with peers using VTS strategies.
Instructional Time Necessary: 50 minutes
Essential Questions aligned to the lesson:
How do we encounter art?
Materials Necessary:
VTS Image #1
Video recorder to tape post assessment
Any unfinished projects and necessary supplies
Lesson Introduction: VTS Image #1
Lesson Steps / Student Learning Activities:
1. Conduct Post-Assessment
2. Finish up any incomplete work
Wrapping up the lesson: “I felt happy doing this unit with you.”
III. FORMATIVE & SUMMATIVE ASSESSMENT STRATEGIES
1. Pre-assessment/Post-assessment
The students VTS Coney Island, 1945 by Weegee. I will be using videos of the
sessions to list viewing behaviors, art vocabulary and perception of two-
dimensional space. I will reflect upon the concept development, if any, between
the two videos to rate the efficacy of the lessons and make changes.
2. Checklist: Auditory-Sequential vs. Visual-Spatial Learning Styles
I have been researching the differences of two primary modes of thinking this
summer. Research is beginning to show that about one-third of students are
auditory-sequential, another one-third are visual-spatial, and the last one-third
have auditory-sequential skills with a visual-spatial preference. Education places a
high value on auditory-sequential skills, and visual-spatial students with high
intelligence often fall into a pattern of underachievement. I will be using a
checklist and narratives at all stages of the unit to determine the make up of my
class so I can differentiate my lessons, and communicate my observations with
my colleagues.
Sample checklist source: http://www.visualspatial.org/vslasl.php
The Auditory-Sequential Learner
The Visual-Spatial Learner
Thinks primarily in words Thinks primarily in pictures Has auditory strengths Has visual strengths Relates well to time Relates well to space Is a step-by-step learner Is a whole-part learner Learns by trial and error Learns concepts all at once Progresses sequentially from easy to difficult material Learns complex concepts easily; Struggles with easy skills Is an analytical thinker Is a good synthesizer Attends well to details Sees the big picture; may miss details Follows oral directions well Reads maps well Does well at arithmetic Is better at math reasoning than computation Learns phonics easily Learns whole words easilyCan sound out spelling words Must visualize words to spell them Can write quickly and neatly Much better at keyboarding than handwriting Is well organized Creates unique methods of organization Can show steps of work easily Arrives at correct solutions intuitively Excels at rote memorization Learns best by seeing relationships Has good auditory short-term memory Has good long-term visual memory May need some repetition to reinforce learning Learns concepts permanently; does not learn by drill and repetition Learns well from instructions Develops own methods of problem solving Learns in spite of emotional reactions Is very sensitive to teachers' attitudes Is comfortable with one right answer Generates unusual solutions to problemsDevelops fairly evenly Develops quite asynchronously (unevenly)Usually maintains high grades May have very uneven grades Enjoys algebra and chemistry Enjoys geometry and physics Masters other languages in classes Masters other languages through immersion
Is academically talentedIs creatively, technologically, mechanically, emotionally or spiritually gifted
Is an early bloomer Is a late bloomer
3. Checklist: Fine Motor Skill Assessment
I will use a check list with three ratings : Independent, Re-teach, Hand Over
Hand.
Independent means they previously had the skill, or figured it out through the
demonstration and trial and error. Re-teach means I went over and re-
demonstrated a skill to a student as they worked along with me. Hand Over Hand
means the student needed manual scaffolding and is in the stage of proximal
development (or not).
I will use this information to modify my teaching and plan modifications. The
technical skills I have identified in this unit are:
Folding: paper tabs
Folding: accordion style
Use a glue bottle
Draw glue lines
Draw shapes
Draw various line types
Load a brayer
Apply paint with a brayer
Pull a print
4. Student Product Self-Assessment
I will set up a table with examples of three levels of completion for each product.
Students will be guided to match their work to the examples. Work that does not
resemble the starred example in terms of craftsmanship will need to be taken back
to the student’s seat and revised.
IV. Additional Resources
Roller Coaster by Marla Frazee
My Many Colored Days by Steve Johnson and Lou Fancher
The Way I Feel by Janan Cain
Thrill Ride: The Science of Fun by Imax (1997)
Little Rabbit Lost by Harry Horse
Art & Creative Development for Young Children by Jill Eglebright Fox and Robert
Schirramacher
Teaching Meaning in Artmaking by Sydney R. Walker
Art as Experience by John Dewey as synthesized by www.rowan.edu