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Narrative Response to Art

Classroom Resource Information

Title:

Narrative Response to Art

URL:

http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Fourth-Grade-Lesson-10.pdf

Content Source:

Other
ArtsEd Washington

Type:

Lesson/Unit Plan

Overview:

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.

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.
English Language Arts ELA2021 (2021) Grade: 4	35. Write personal or fictional narratives using a logical plot, transitional words and phrases, sensory details, and dialogue, and providing a sense of closure. Unpacked Content Teacher Vocabulary: 35. Personal narratives Fictional narratives Logical plot Transitional words and phrases Sensory details Dialogue Closure Knowledge: 35. Students know: A narrative is a piece of writing that tells a story. A personal narrative tells about an event that was personally experienced by the author, while a fictional narrative tells a made up story. A narrative story describes a sequence of events in a logical order (beginning, middle, end) and provides a sense of closure as an ending. Narrative transitions indicate when and where the story is occurring. Sensory details use descriptions of the five senses. Dialogue is a conversation between two or more people. Skills: 35. Students are able to: Write a personal narrative that recalls a personal experience or a fictional narrative with a made-up story. Write a narrative with a logical sequence of events and sensory details. Use appropriate transitional words and phrases in narrative writing. Include dialogue in narrative writing. Write a narrative that ends with a sense of closure. Understanding: 35. Students understand that: Narrative writing includes predictable elements, like a logical sequence of events and an ending that provides the reader with a sense of closure. Because narrative writing describes a chronological sequence of events, it includes transitions that indicate the time and place in which the story is occurring. Narrative writing can be used to tell about something that happened to them personally or it can tell a story they made up.

Tags:

analyze, color, conclusion, introduction, lines, narrative, shape

License Type:

Custom Permission Type
See Terms: http://artsedwashington.org/curriculum/wp-content/uploads/2018/07/Protocol-Guidelines.pdf
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Partnered Event:

ALEX Resource Development Summit

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This resource provided by:

Author:	Tiffani Stricklin
The event this resource created for:	ALEX Resource Development Summit

ALEX Classroom Resource

Narrative Response to Art