ALEX Learning Activity

  

Dancing to Haikus-Part 3: Gallery Walk

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Hannah Bradley
System:Dothan City
School:Carver Magnet School
  General Activity Information  
Activity ID: 1723
Title:
Dancing to Haikus-Part 3: Gallery Walk
Digital Tool/Resource:
Tate Kids Gallery
Web Address – URL:
Overview:

This activity is designed to be presented after the activities Dancing to Haikus-Part 1: Counting Syllables and Dancing to Haikus-Part 2: Dance Party.

Students will brainstorm ways to publicly display artwork related to haiku poems, then create a visual art piece to illustrate the words of a haiku poem. Next, students will explore methods to prepare their artwork for presentation, such as backing with a durable material and adding a nameplate. After preparing their haiku artwork for presentation, students will display their art in a central school location for other students to view.

This activity was created as a result of the Arts COS Resource Development Summit.
  Associated Standards and Objectives  
Content Standard(s):
Arts Education
ARTS (2017)
Grade: 2
Visual Arts
7) Collaborate on ways to publicly display artwork based on a theme or concept.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects, artifacts, and artworks for preservation and presentation.
EQ: How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Take part in the setup of a theme-specific display.
  • Glue artwork on larger paper or mat board to create a finished look.
  • Create a name card for artwork.
  • Prepare artwork for final display by selecting from pre-made supplies, such as different colors of paper or matting that have been cut to size and different choices of labels that have been printed.
  • Look at examples of public sculptures, murals, and buildings from the surrounding community and discuss the benefits of art to the people who live there.
  • Create a community art map showing the placement of publicly displayed artwork in one's own community.
Arts Education
ARTS (2017)
Grade: 2
Visual Arts
8) Explore a variety of ways to prepare artwork for presentation.

Examples: gluing artwork on construction paper, creating a name card

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists, curators, and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.
EQ: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Take part in the setup of a theme-specific display.
  • Glue artwork on larger paper or mat board to create a finished look.
  • Create a name card for artwork.
  • Prepare artwork for final display by selecting from pre-made supplies, such as different colors of paper or matting that have been cut to size and different choices of labels that have been printed.
  • Look at examples of public sculptures, murals, and buildings from the surrounding community and discuss the benefits of art to the people who live there.
  • Create a community art map showing the placement of publicly displayed artwork in one's own community.
Learning Objectives:

Students will collaborate with their peers to determine methods to publicly display their artwork based on the theme of haiku poetry.

Students will explore ways to prepare their artwork for presentation, such as backing their art with construction paper and creating a name card.

Students will design an art gallery and describe the role of curator. 
  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

1. Tell the students that they will illustrate their haiku using visual art techniques. 

2. The students should use provided art supplies to illustrate the words of a haiku poem. If the students have participated in the prerequisite activities, they can illustrate one of the haikus they used to choreograph a dance, or the teacher can provide a haiku poems from this website: KidZone Poetry-Haiku. Provide printed copies of a haiku poem to be displayed next to their illustration, and encourage students to create an illustration that depicts the words used in the haiku. 

3. After students have created their visual art, reconvene the class as a whole group. Show the students the online art gallery, Tate Kids Gallery. Ask the students what they notice about the online gallery. (Students may say each piece of artwork has a title, the artist's name, age, and location). Ask the students to think about ways they could display their artwork to other students in the school. Encourage students to think about presentation methods that would make their art more durable (such as backing it with construction paper or laminating it) and allow others to determine the artist (such as including a nameplate). Record students' ideas on a chart. After creating the list, determine the most feasible way to present the art, and write a list of requirements that students must complete to prepare their art. (For example, 1. Glue your haiku artwork to a piece of construction paper. 2. Create a nameplate with a title for your artwork and your first and last name.) Allow students to prepare their artwork for presentation.

4. Reconvene the class as a whole group and introduce the word curator. A curator is a person who organizes artwork for viewing by others. Tell students that they will serve as the curator by sorting their artwork into categories based on subject matter (such as animals, nature, etc.). Announce a category, such as animals, and allow students with art that would fit into this category to group together. 

5. Allow each group to decide where they would like to display their artwork within the school. Each group will create a statement to explain the theme of the gallery to visitors, such as "Welcome to the ______ Elementary School Art Gallery.  The artwork in this art gallery all have the same subject.  It is ______________.  I hope you enjoy!"
Assessment Strategies:

To assess each student's achievement of the stated learning objectives, the teacher should:

review each student's finished artwork to ensure the student prepared the art for presentation by adding a durable backing and a name card.

observe student interaction during group work to ensure students are working collaboratively to design a public display of artwork. 
Advanced Preparation:

This activity is designed to be presented after the activity Dancing to Haikus-Part 1: Counting Syllables and Dancing to Haikus-Part 2: Dance Party. 

 The teacher will need an interactive whiteboard, a traditional whiteboard, or chart paper to record student brainstorm ideas. The teacher will need to provide students with art supplies to illustrate a haiku poem, such as blank paper, crayons, markers, paint, etc. The teacher will also need to provide students with presentation materials, such as construction paper and cardstock. The teacher will need to provide each student with a printed haiku poem to illustrate. If the students have done the prerequisite activities, they can use the haiku poem they used to choreograph a dance, or the teacher can provide students with a haiku poem from this website: KidZone Poetry-Haiku.
Variation Tips (optional):
 
Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: