ALEX Classroom Resource

  

Artful Thinking: What Makes You Say That?

  Classroom Resource Information  

Title:

 Artful Thinking: What Makes You Say That?

URL:

 https://philamuseum.org/doc_downloads/education/lessonPlans/What%20Makes%20You%20Say%20That.pdf

Content Source:

 Other
Philadelphia Museum of Art
Type: Lesson/Unit Plan

Overview:

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. 

Content Standard(s):
Arts Education
ARTS (2017)
Grade: 4
Visual Arts
11) Analyze components in visual imagery that convey meanings and messages.

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

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Visual imagery influences understanding of and responses to the world.
EQ: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?
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
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: 5
Visual Arts
11) Identify and analyze cultural associations suggested by visual imagery.

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

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Visual imagery influences understanding of and responses to the world.
EQ: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?
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, Faith Ringgold, observe
License Type: Custom Permission Type
See Terms: https://philamuseum.org/webpolicies?page=2
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
Partnered Event: ALEX Resource Development Summit
Accessibility
Comments
  This resource provided by:  
Author: Tiffani Stricklin
The event this resource created for:ALEX Resource Development Summit
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