ART LESSONS IN THE CLASSROOM SECOND GRADE LESSON 10

Transcription

1 ILLUSTRATING A STORY DESCRIPTION OF PROJECT: DESCRIPTION Students construct OF PROJECT: a collage illustrating one event in a narrative Students sequence. construct collage illustrating one event in a narrative sequence. PROBLEM TO SOLVE: PROBLEM How can TO an SOLVE: artist tell a story represent depth? How can an artist tell a story represent depth? STUDENT UNDERSTANDING: STUDENT Sequencing UNDERSTANDING: events with shapes to represent a ginning, Sequencing middle, events end tells with a visual shapes story; represent making close a ginning, shapes larger middle, far shapes end tells smaller a visual creates story; depth making through close shapes size. larger far shapes smaller creates depth through size. LEARNING TARGETS AND ASSESSMENT CRITERIA LEARNING TARGETS AND ASSESSMENT CRITERIA The Knowledge student: skills The student: LT: TL: Identifies Identifies or or creates creates sequence sequence of of a a story. story. AC: AC: Descris Identifies ginning, ginning, middle, middle end end of of a story. story. LT: TL: Represents Creates a specific a part event of a story. in a story. AC: AC: Illustrates Selects to make a specific ginning, event middle, ginning, or end middle, that relates or to end a specific of a story. incident. LT: TL: Locates Locates a a key key or or objects object in in space. space. AC: AC: Places Places important key s character or objects: or setting close elements by sizing close it large by sizing far by large, sizing it small. far by sizing small. LT: TL: Uses Uses collage cutting techniques. techniques. AC: AC: Cuts Cuts smoothly by opening glues securely. scissors fully holding scissors upright. EVIDENCE OF LEARNING Art: Collage identifies ginning, middle, end of a story makes a ginning, middle, or end event that relates to a specific incident locates /objects near far cuts smoothly glues securely Locates a key or object Locates in space a key by placing or key object s in space or objects: by placing close key by s sizing it or large objects: close far by by sizing sizing it it small. large far by sizing it small. VOCABULARY Art: character collage far narrative near setting Literacy: ginning, middle, end sequence of events key ideas details Resources materials listed on page ArtsEd Washington/Second Grade lesson: Illustrating a Story p ArtsEd Washington/Second Grade lesson: Illustrating a Story p1

2 INSTRUCTIONAL STRATEGIES FOR TEACHERS AND STUDENTS TEACHER Introduces The Builders by Jacob Lawrence, Reading Aloud by Fay Jones (or The Scream by Edvard Munch) asks students to engage in critical thinking. Students analyze/interpret art by imagining what event preceded scene predicting what event followed. Art can communicate ideas stories without words. s going on here? sequence do you imagine first ( ginning), what is happening now (middle), what will happen last (end)? STUDENT Responds by imagining a ginning, middle, end in response to art. Reviews a familiar story asks students to identify key characters elements of setting recount ginning, middle, end of narrative. Students visualize /or sketch one event from a part of story to represent in ir collage. Demonstrates cutting practice with scrap paper by opening scissors fully, holding scissors upright, turning paper, not scissors. Shows use of simple paper shapes for characters, objects, setting. shapes will you need to create your character? Setting? Objects to tell viewer more about story? first? next? How did story end? Which part are you showing in your collage? References characters setting seen in The Builders (or or art). did artist place closest to you? did artist place farst away? How did you know was close? How did you know or s were farr away (size)? Demonstrates making a setting for ginning, middle, or end of a story by selecting colors cutting simple bold shapes for lscape/interior features. Encourage original illustration. Did ginning, middle, or end you chose happen out-of-doors or indoors? objects do you need to create this setting? As you gin to cut your shapes don t forget to hold your scissors upright move paper. Cut details from paper too, don t draw. Guides student to size important s or objects in ir collage illustrations to show depth: Guides student in making small if far away or large if close. Encourages students to add cut details. Brainstorms for ginning, middle, end of story with classmates. Begins to visualize/ sketch an event from a story. Chooses to illustrate a specific event (ginning, middle, or end) in eir an imaginary story that accompanies art or a familiar story. Responds to depth of specific images in art. Makes setting; uses cutting techniques. Emdded Assessment: Criteria-based teacher assessment Selects objects or s that show event. Sizes a or an object larger for close, anor smaller, for farr away. Guides students as y compose organize ir compositions. Provides glue sticks guides gluing. Discusses composition with teacher fore gluing shapes permanently ArtsEd ArtsEd Washington/Second Grade lesson: Illustrating a a Story p2 p2

3 ILLUSTRATING A STORY ART STUDIO TIP In collage, placement of paper shapes Collage can gives explored students until composition advantage communicates of arranging what is intended rearranging by ir artist, composition n glued. until y find a composition that tells part of story y hoped to communicate. Hold back glue sticks until you have talked to each student about how ir composition communicates ir story Hold event. back glue-sticks until you have talked to each student Conserve about ir quality story papers element by having students trim leftover ragged paper ir composition. into tidy squares rectangles ready for next artist. MATERIALS Resources: Jacob Lawrence, The Builders, MAC; Fay Jones, Reading Aloud, 4Culture; Edvard Munch, The Scream Story with clearly defined ginning, middle, end. Art Materials: drawing paper, pencils, scrap cutting practice paper, scissors, fadeless color kraft paper (alt: color copy paper) cut into ¼ or ½ sheets to conserve paper, patterned paper (catalogs, gift wrap, cards), 9x12 in. color cardstock paper for background, glue sticks, glue mats/papers to protect tables art LESSON EXPANSION Creates a sequence of three drawn or collage scenes to illustrate ginning, middle, end of a story from reading or from any artworks that suggest a narrative. EVERYDAY CONNECTIONS Home/Community References: literature, predicting ends to stories LEARNING STANDARDS Visual Art Elements: Shape Elements: Space Skills techniques: Explores tools processes of visual arts. Common Core ELA 2.SL2. Recount or descri key ideas or details from a text read aloud or information presented orally or through or media. 2.RL.5.Descri overall structure of a story, including how ginning introduces story ending concludes action. 2.RL.7. Use information gained from illustrations words in print or digital text to demonstrate understing of its characters, setting, or plot ArtsEd ArtsEd Washington/Second Grade lesson: Illustrating a a Story p3 p3

4 ART LESSONS IN THE CLASSROOM LEARNING TARGETS The student: LT: Identifies or creates sequence of a story. LT: Represents a part of a story. LT: Locates key s or objects in space. LT: Uses collage techniques. ASSESSMENT CRITERIA The student: SECOND GRADE: ILLUSTRATING A STORY AC: Descris ginning, middle, end of a story. AC: Illustrates a specific event in ginning, middle, or end of a story. AC: Places important character or setting elements close by sizing large, far by sizing small. AC: Cuts smoothly glues securely. ASSESSMENTS CHECKLIST Student Shapes Watercolor Techniques: Student Sequence Space Repetition Techniques: Compositional Organization Collage Masking Glazing identifies Descris repeated creates Illustrates defined edges a specific creates complex Places colors character/ repeats Cuts shapes smoothly for unity shapes ginning, from art that event match in taped ginning, transparent setting shapes elements glues securely reference lines middle, middle or end of a story close far 1. end of a story points 1-4 Points: Percentage Teacher Comments: ArtsEd ArtsEd Washington/Second Grade lesson: Illustrating a a Story Story p4 p4 26.

5 Tell Me About Your Art! Looking: Looking: Talking: Talking: Making: Making: Dear Second Grade Families: Today we worked on ILLUSTRATING A STORY. We analyzed interpreted art that suggests a story or narrative. We We looked analyzed imagined at The event Scream interpreted that might imagined art have that suggests events a fore that story might or narrative. scene have We represented imagined fore in an event art image that might also that an is have illustrated event that might fore follow event that scene scene. might follow represented image in shown. art also an event that might follow that scene. We also reviewed talked about a story we have en reading We toger also reviewed considered talked about ginning, a story middle, we have en end reading of story. toger We talked about considered sequence ginning, of events. middle, end of story. We talked about sequence of events. We focused on a familiar story (or an imaginary story inspired by art We we selected focused have looked on a story, a at). familiar eir story from or our an reading imaginary series, story or inspired to illustrate by an art imaginary we We have chose looked story illustrate to at. accompany a ginning, The Scream. middle, or end event from that story. We chose to illustrate ginning, middle, or end event. We chose to illustrate a ginning, middle, or end event from that story. We We cut used Kraft collage paper techniques shapes to represent to cut characters, glue paper setting, shapes representing used characters, collage techniques setting, to cut story objects. glue paper shapes representing story objects. We We characters, We one setting, one or or story object object objects. close close one one or or object object far far away away by choosing sizes for objects: large for close small for far away. We by choosing one sizes for or object objects: close large for one close or small object for far far away away. by choosing sizes for objects: large for close small for far away. Art at Home Toger: You could read stories toger or look at a work of art identify key events at ginning, middle, end of story. Toger: Choose one event to illustrate by drawing with paper You could pencil read stories choose toger two objects or look in at a work event. of Place art one identify close key one events far away at by ginning, middle, choosing a large end size of for close story. Choose a small one size event for far to away. illustrate by drawing with paper pencil choose two objects in event. Place one close one far away by choosing a large size Questions for close to ask: a small size for far away. first? first? next, next, what what was was last last event event in in story? story? closest? closest? Questions to ask: farst farst away? away? first? next? was last event in story? Sequencing events with shapes to represent a ginning, middle, end tells a visual story; making close shapes larger far shapes smaller creates depth through size ArtsEd Washington/Second Grade lesson: Illustrating a Story p5