ALEX | Alabama Learning Exchange

Story Books

Classroom Resource Information

Title:

Story Books

URL:

http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson13.html

Content Source:

Other
The J. Paul Getty Museum

Type:

Lesson/Unit Plan

Overview:

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.

Content Standard(s):

Arts Education ARTS (2017) Grade: 3 Visual Arts	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. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 3: Refine and complete artistic work. Process Components: Reflect, Refine, Continue Essential Questions: EU: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time. EQ: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely? Concepts & Vocabulary: Creativity Criteria Critique Design Media Mixed media Monochromatic Principles of design Rhythm Technology Visual image Skill Examples: Use a variety of materials to create a three-dimensional mask showing a student's personality. Use torn paper scraps to create rhythm in a landscape. Plan a community/city; then, build a model of it with recyclable materials, such as cardboard, boxes, containers, and tubes. Collaborate with a group to demonstrate how to care for tools used in class (such as paintbrushes). After looking at Vincent van Gogh's painting, Bedroom, create a narrative painting depicting a memory of a student's personal bedroom. Use appropriate visual art vocabulary during the art-making process of two-and-three-dimensional artworks. Collaborate with others to create a work of art that addresses an interdisciplinary theme. Read and explore books like Imagine That by Joyce Raimondo or Dinner at Magritte's by Michael Garland and then create a Surrealistic style artwork. Recognize and identify choices that give meaning to a personal work of art. Create a drawing using monochromatic colors (paint, oil pastels, etc.). Explore individual creativity using a variety of media. Understand what effects different media can have in a work of art.
Arts Education ARTS (2017) Grade: 3 Visual Arts	11) Discuss the meanings and messages communicated by visual imagery. 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: Creativity Criteria Critique Design Media Mixed media Monochromatic Principles of design Rhythm Technology Visual image Skill Examples: Identify the basic elements of art in a work of art through discussion and writing. Observe and compare similar themes in artwork from historical and contemporary eras. Theorize how individuals can have different opinions about works of art. Demonstrate and apply critiques of personal work and the work of others in a positive way. Select an art object and explain reasons why it is a work of art. Use feedback and self-assessment to improve the quality of personal artwork. Discuss the difference between Meret Oppenheim's Object and an everyday cup. Discuss how art can be related to other subject areas.
Arts Education ARTS (2017) Grade: 4 Visual Arts	5) Document, describe, and create real or imagined constructed environments. Example: Design a futuristic art room, town, or planet. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Reflect, Refine, Continue Essential Questions: EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate? Concepts & Vocabulary: Constructed environment Cultural traditions Digital format Engagement Tertiary color Preservation Proportion Principles of design Unity Shade Style Tints & shades Skill Examples: Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork. Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork. Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies. Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.). Design a two-dimensional drawings of a futuristic art room, town, or planet Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form. Locate business logos in the community and explore the visual arts skills and materials that were used to create these works. Engage in group critiques of one's work and the work of others. Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning. Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others. Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color. Use the design principles of repetition and alignment to add visual unity to an artwork. Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).
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: 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.
English Language Arts ELA2021 (2021) Grade: 3	33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure. Unpacked Content Teacher Vocabulary: 33. Personal narrative Fictional narrative Logical plot Sequence of events Characters Transitions Closure Knowledge: 33. 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. A narrative story describes the actions, thoughts, and feelings of the characters. Narrative transitions indicate when and where the story is occurring. Skills: 33. 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 details that describe how the characters feels, acts, and thinks. Use appropriate transitions in narrative writing. Write a narrative that ends with a sense of closure. Understanding: 33. 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.
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.
English Language Arts ELA2021 (2021) Grade: 5	34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences. Unpacked Content Teacher Vocabulary: 34. Personal narratives Fictional narratives Literary elements Characters Plot Setting Conflict Dialogue Voice Event sequences Knowledge: 34. 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 plot events in a logical order (beginning, middle, end). Narrative writing includes text elements, like characters, setting, and conflict. Dialogue is a conversation between two or more characters in a text. Skills: 34. 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 plot events. Incorporate literary elements into their narrative writing, like characters, setting, and conflict. Include dialogue in narrative writing. Use a strong voice in writing by developing a personal writing style. Understanding: 34. Students understand that: Narrative writing includes predictable elements, like a logical sequence of events and characters, setting, and conflict. Incorporating dialogue between the characters can add details to their narrative writing. Narrative writing can be used to tell about something that happened to them personally or it can tell a story they made up.

Tags:

character, illustration, narrative, Perseus Confronting Phineus with the Head of Medusa, Sebastiano Ricci, setting, story elements

License Type:

Custom Permission Type
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Author:

Tiffani Stricklin

ALEX Classroom Resource

Story Books