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Name: Tracie
Hurst and Nancy Saumsiegle Subject: Language
Arts/Art History Goals and Objectives: Students will increase their speaking skills by making oral presentations to the class. Students will experience and respond thoughtfully to some of the world's greatest art. Students will recognize that Pablo Picasso was an abstract painter that pioneered Cubism. Students will demonstrate an understanding of the characteristics of Cubist art. Students will become familiar with MS Word and develop word processing skills. NJ Core Curriculum Content Standards: · Standard 2: Students will be using images from a digital camera, information, technology, and other tools to develop their cubist picture. They will also develop keyboarding skills to input their "art inspired" stories into MS Word · Standard 3: Students will use critical thinking, decision making, and problem- solving skills to develop their writing and art pieces. · Standard 4: While using the writing process students will demonstrate self-management skills. They will be developing, revising and editing their "art inspired" stories. They will have to use their time efficiently to complete the assignment in the given time frame. Visual and Performing Arts · Standard 1.1: Students will be exposed to various works of art through classroom visuals and a virtual field trip to the Philadelphia Museum of Art. Through this exposure to famous works of art the students will be taught to appreciate aesthetic awareness. · Standard 1.2 and 1.6: By producing a piece of art that reflects the cubist style children will design and refine perceptual, intellectual, and technical skills. Using multiple images taken with a digital camera, students will cut, sort, shape and produce a cubist picture. · Standard 1.3: The actual production of the cubist picture will reinforce common elements such as line, space, color and shape. · Standard 1.4: As the students view various works of art they will learn to critique the work. They will be comparing and contrasting color, shapes, feelings and style. · Standard 1.5: Students will explore the various historical, social and cultural influences and traditions that influenced the artistic styles of Pablo Picasso. Language Arts Literacy: · Standard 3.1 and 3.2: After students have written their "art inspired" stories they will orally present them to the class. During the art show they will also speak for a variety of purposes and to a variety of audiences. During teacher and student presentations and during the virtual field trip, students will actively listen to gather information from a variety of sources. · Standard 3.3: Students will be using the writing process to write, "art inspired" stories. These stories will be written in clear, concise and organized language for a variety of audiences. · Standard 3.5: Students will be analyzing non-textual samples of artwork produced by Pablo Picasso. The students will use the information they gained to create their own cubist work. Summary of Lesson Classroom teachers struggle daily to inspire their students to write creatively. Teachers are finding that students not only lack the fundamental writing skills, but also the ideas needed to write creatively. We recognize the need to enhance our students’ cultural experiences so that they will have more ideas to pull from when asked to write. To meet these needs we have developed an art-inspired writing program that will interest and excite our students. We plan to increase our students’ writing abilities while developing a life long appreciation of art. Students will write a story about a famous Picasso masterpiece. Students will use the writing process to edit, revise and rewrite their stories. When the stories are completed students will utilize the computer lab to type and print their stories. The students will then orally present their stories to the class. After the stories are finished the class will research and discuss Pablo Picasso and the cubist style. Students will then conclude their study of Picasso by creating their own cubist self-portrait. Equipment, materials and other technology needed: ·
Appropriate art supplies, reference and samples of art. Details of Activities: Day 1 To stimulate interest
and to introduce Pablo Picasso into the classroom the teacher will read
the story "Pigcasso Meets Mootise" to the students. The teacher
will lead the class in a discussion about Picasso and Matisse and how
their painting styles were different. Day 2 To begin the writing portion of the project teachers will discuss how to write a story from a picture. Teachers will explain that the students should not be describing the picture but thinking of what might be happening in the picture and tell a story about those things. Students will then be given a black and white copy of Picasso's "The Three Musicians", and they will write a creative story about the picture. They will be given time to create a graphic organizer first that they will then use to write their stories. Day 3 Students will work through the writing process to revise, edit and rewrite their art inspired stories. Day 4 Students will orally present their stories to the class. Day 5 Students will utilize the computer lab to word process their completed stories using MS Word. Day 6 The teacher will show the class a colored poster of Picasso's "The Three Musicians". The teacher will lead the class in a discussion about the art, Picasso and cubism. To help the children understand Cubism, the teacher will explain that Picasso tried to show all different angles of an object at one time. The teacher will also discuss Picasso's love of collage and Collage Cubism. Students will also be encouraged to research Picasso on their own. Day 7 Day 8 Day 9 Using the cut out
shapes of their pictures, students will design a Cubist picture. After
they have finished their layout they will glue their layout to the paper
and give their Cubist picture a title.
Student Feedback and Assessment The students were extremely enthusiastic about all phases of this project. The variety of stories was very interesting and they were well written, given the difficult picture that was used as a foundation. It was very rewarding to watch as they went from thinking Picasso was a "weird guy" who painted strange pictures to thinking he was really creative and had a "cool" way of making pictures. When creating their own Cubist picture it was obvious that they understood the idea behind Cubism. The imaginative titles they gave their pictures made the pieces all the more interesting. The students’ increased interest of art appreciation has become very evident through classroom discussions. The students’ stories were assessed with a writing rubric. Students were also assessed on their knowledge of Picasso and Cubism through classroom discussions and the creation of their Cubist picture. |