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Artful Thinking: Ten Times Two

Classroom Resource Information

Title:

Artful Thinking: Ten Times Two

URL:

https://philamuseum.org/doc_downloads/education/lessonPlans/13136_EDU_Lesson-plan_OCT-2019_Ten-Times-Two_093019.pdf

Content Source:

Other
Philadelphia Museum of Art

Type:

Lesson/Unit Plan

Overview:

Students will analyze a piece of artwork using the ten times two method. They will compile a list of ten items they notice. The class will discuss the lists. Then, the students will create another list of ten items they notice about the artwork. In pairs, the students will analyze the similarities and differences between the two lists.

Content Standard(s):

Arts Education ARTS (2017) Grade: 4 Visual Arts	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. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 8: Interpret intent and meaning in artistic work. Process Components: Perceive, Analyze, Interpret Essential Questions: EU: People gain insights into meanings of artworks by engaging in the process of art criticism. EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art? Concepts & Vocabulary: Constructed environment Cultural traditions Digital format Engagement Tertiary color Preservation Proportion Principles of design Unity Shade Style Tints & shades Skill Examples: Compare Gyotaku Japanese fish printing and printing with a rubber stamp. Make conclusions about the artist's feelings and perspective. Analyze the meaning of Edvard Munch's The Scream. Interpret Emanuel Leutze's Washington Crossing the Delaware River and its relevance to the Revolutionary War. Discuss and form an opinion about the social and personal value of a piece of art. Apply one element or principle of design to discuss how students' outcomes are different even though they used the same criteria for a work of art/ design. Formulate criteria for discussing and assessing works of art. Use art vocabulary when discussing and judging artworks. Engage in group critiques of one's work and the work of others for the purpose of personal reflection and on-going improvement.
Arts Education ARTS (2017) Grade: 4 Visual Arts	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. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 9: Apply criteria to evaluate artistic work. Process Components: Perceive, Analyze, Interpret Essential Questions: EU: People evaluate art based on various criteria. EQ: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation? Concepts & Vocabulary: Constructed environment Cultural traditions Digital format Engagement Tertiary color Preservation Proportion Principles of design Unity Shade Style Tints & shades Skill Examples: Compare Gyotaku Japanese fish printing and printing with a rubber stamp. Make conclusions about the artist's feelings and perspective. Analyze the meaning of Edvard Munch's The Scream. Interpret Emanuel Leutze's Washington Crossing the Delaware River and its relevance to the Revolutionary War. Discuss and form an opinion about the social and personal value of a piece of art. Apply one element or principle of design to discuss how students' outcomes are different even though they used the same criteria for a work of art/ design. Formulate criteria for discussing and assessing works of art. Use art vocabulary when discussing and judging artworks. Engage in group critiques of one's work and the work of others for the purpose of personal reflection and on-going improvement.
Arts Education ARTS (2017) Grade: 5 Visual Arts	10) Compare one's interpretation of a work of art with the interpretation of others. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 7: Perceive and analyze artistic work. Process Components: Perceive, Analyze, Interpret Essential Questions: EU: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments. EQ: How do life experiences the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art? Concepts & Vocabulary: Cultural context Formal & conceptual vocabulary Genre Linear perspective Preserve Principles of design Movement Emphasis Relief Vanishing point Skill Examples: Compare and contrast artworks in terms of content, stylistic characteristics, and techniques. Collaboratively observe, analyze, and interpret a body of artworks about places, focusing on content, style, and technique. Identify and analyze the terracotta Army and its relationship to Chinese Culture. Describe the relationship between works of art from different cultures being respectful and mindful of cultural sensitive themes. Discuss differences in art of familiar and unfamiliar cultures. Discuss the reasons and value of documenting and preserving works of art and objects for a culture. Recognize what was learned and the challenges that remain when assessing a work of art. Use criteria to assess works of art individually and collaboratively. Use contextual cues to discuss notions of beauty and aesthetic value. Compare and contrast different media and techniques.
Arts Education ARTS (2017) Grade: 5 Visual Arts	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. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 8: Interpret intent and meaning in artistic work. Process Components: Perceive, Analyze, Interpret Essential Questions: EU: People gain insights into meanings of artworks by engaging in the process of art criticism. EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art? Concepts & Vocabulary: Cultural context Formal & conceptual vocabulary Genre Linear perspective Preserve Principles of design Movement Emphasis Relief Vanishing point Skill Examples: Compare and contrast artworks in terms of content, stylistic characteristics, and techniques. Collaboratively observe, analyze, and interpret a body of artworks about places, focusing on content, style, and technique. Identify and analyze the terracotta Army and its relationship to Chinese Culture. Describe the relationship between works of art from different cultures being respectful and mindful of cultural sensitive themes. Discuss differences in art of familiar and unfamiliar cultures. Discuss the reasons and value of documenting and preserving works of art and objects for a culture. Recognize what was learned and the challenges that remain when assessing a work of art. Use criteria to assess works of art individually and collaboratively. Use contextual cues to discuss notions of beauty and aesthetic value. Compare and contrast different media and techniques.

Tags:

analyze, elements of art, ten times two

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Author:

Tiffani Stricklin

ALEX Classroom Resource

Artful Thinking: Ten Times Two