ALEX Resources

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Learning Activities (1) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (5)

ALEX Learning Activities  
   View Standards     Standard(s): [ARTS] VISA (4) 11 :
11) Analyze components in visual imagery that convey meanings and messages.

Example: What is the meaning of Edvard Munch's The Scream?

[ARTS] VISA (4) 13 :
13) Apply one criterion from elements or principles of design to evaluate more than one work of art/design.

Example: Discuss how students' outcomes are different even though they used the same criteria.

[ELA2021] (4) 20 :
20. Use details and examples from a text to indicate what the text explicitly states.

a. Interpret facts from an informational article, using details and examples from the text to explain the interpretation.

b. List the main questions answered by an informational article.

c. Categorize statements in an article or other informational text as fact or opinion and give reasons for each choice.

d. Explain the differences between primary and secondary sources, giving examples from texts.
Subject: Arts Education (4), English Language Arts (4)
Title: Portraying Emotional Messages Through Visual Art
Description:

Students will read an article on Edvard Munch’s painting The Scream.The class will discuss the message Edvard Munch was trying to convey. The students will then be given an emotion to portray in a painting or sketch. The class will discuss which emotion each work of art conveys.

This activity was created as a result of the Arts COS Resource Development Summit.



ALEX Learning Activities: 1

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ALEX Classroom Resources  
   View Standards     Standard(s): [ARTS] VISA (3) 6 :
6) Refine artwork in progress by adding details to enhance emerging meaning.

Example: Decide what details need to be added to make their artwork clearer.

[ARTS] VISA (3) 11 :
11) Discuss the meanings and messages communicated by visual imagery.

[ARTS] VISA (4) 5 :
5) Document, describe, and create real or imagined constructed environments.

Example: Design a futuristic art room, town, or planet.

[ARTS] VISA (4) 11 :
11) Analyze components in visual imagery that convey meanings and messages.

Example: What is the meaning of Edvard Munch's The Scream?

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

[ELA2021] (3) 33 :
33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.
[ELA2021] (4) 35 :
35. Write personal or fictional narratives using a logical plot, transitional words and phrases, sensory details, and dialogue, and providing a sense of closure.
[ELA2021] (5) 34 :
34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.
Subject: Arts Education (3 - 5), English Language Arts (3 - 5)
Title: Story Books
URL: http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson13.html
Description:

Students will analyze Sebastiano Ricci's Perseus Confronting Phineus with the Head of Medusa.  They will discuss the story elements found in the painting, such as setting, characters, and actions.  Students will be given a print of a painting and write a narrative based on the characters and setting.  Based on their narrative, students will illustrate what happened before and after the given painting.    


   View Standards     Standard(s): [ARTS] VISA (3) 11 :
11) Discuss the meanings and messages communicated by visual imagery.

[ARTS] VISA (4) 11 :
11) Analyze components in visual imagery that convey meanings and messages.

Example: What is the meaning of Edvard Munch's The Scream?

[ARTS] VISA (5) 10 :
10) Compare one's interpretation of a work of art with the interpretation of others.

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: Arts Education (3 - 5)
Title: Artful Thinking: Step Inside
URL: https://philamuseum.org/doc_downloads/education/lessonPlans/13382_EDU_Lesson-plan_JAN-2020_012420.pdf
Description:

Students will "Step Inside" the main character of a piece of artwork.  They will identify the mood of the character by observing facial expression, body language, actions, and interactions. Students will complete a worksheet that is included in the lesson.  They will compare their interpretations with their classmates.  


   View Standards     Standard(s): [ARTS] VISA (4) 11 :
11) Analyze components in visual imagery that convey meanings and messages.

Example: What is the meaning of Edvard Munch's The Scream?

[ARTS] VISA (4) 12 :
12) Interpret art by referring to contextual information and analyzing relevant subject matter, visual qualities, and use of media.

Example: Emanuel Leutze's Washington Crossing the Delaware River in 1776 and its relevance to the Revolutionary War.

[ARTS] VISA (5) 10 :
10) Compare one's interpretation of a work of art with the interpretation of others.

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: Arts Education (4 - 5)
Title: Artful Thinking: Elaboration Game
URL: https://philamuseum.org/doc_downloads/education/lessonPlans/13207_EDU_Lesson-plan_NOV-2019_102819.pdf
Description:

Students will describe a piece of artwork.  The teacher will divide the artwork into sections.  The students will identify what they see in each section.  Classmates will elaborate on the details presented.  Once the entire piece has been described, the class will interpret what they see.  


   View Standards     Standard(s): [ARTS] VISA (4) 11 :
11) Analyze components in visual imagery that convey meanings and messages.

Example: What is the meaning of Edvard Munch's The Scream?

[ARTS] VISA (4) 12 :
12) Interpret art by referring to contextual information and analyzing relevant subject matter, visual qualities, and use of media.

Example: Emanuel Leutze's Washington Crossing the Delaware River in 1776 and its relevance to the Revolutionary War.

[ARTS] VISA (5) 11 :
11) Identify and analyze cultural associations suggested by visual imagery.

Example: The Terra Cotta Army and its relationship to Chinese culture.

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: Arts Education (4 - 5)
Title: Artful Thinking: What Makes You Say That?
URL: https://philamuseum.org/doc_downloads/education/lessonPlans/What%20Makes%20You%20Say%20That.pdf
Description:

Students will analyze Tar Beach 2 by Faith Ringgold. The teacher will ask "What makes you say that?" to encourage deeper observations and evidence to support those observations. Students will divide into groups and continue the analysis. Groups will share observations with the class. 


   View Standards     Standard(s): [ARTS] VISA (4) 11 :
11) Analyze components in visual imagery that convey meanings and messages.

Example: What is the meaning of Edvard Munch's The Scream?

[ARTS] VISA (4) 12 :
12) Interpret art by referring to contextual information and analyzing relevant subject matter, visual qualities, and use of media.

Example: Emanuel Leutze's Washington Crossing the Delaware River in 1776 and its relevance to the Revolutionary War.

[ELA2021] (4) 35 :
35. Write personal or fictional narratives using a logical plot, transitional words and phrases, sensory details, and dialogue, and providing a sense of closure.
Subject: Arts Education (4), English Language Arts (4)
Title: Narrative Response to Art
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Fourth-Grade-Lesson-10.pdf
Description:

Students will analyze shapes, lines, and color in art.  They will write a story with an introduction, climax, and conclusion to describe the painting.  Students will share their stories with the class.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.   


ALEX Classroom Resources: 5

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