Portraying Emotional Messages Through Visual Art
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This learning activity provided by:
Author:
Stephanie Carver
System: Cullman City School: Cullman City Board Of Education
General Activity Information
Activity ID:
2059
Title: Portraying Emotional Messages Through Visual Art
Digital Tool/Resource: Forms of Art - Symbolism ReadWorks Article
Web Address – URL:
Overview: Students will read an article on Edvard Munch’s painting The Scream .The class will discuss the message Edvard Munch was trying to convey. The students will then be given an emotion to portray in a painting or sketch. The class will discuss which emotion each work of art conveys.
This activity was created as a result of the Arts COS Resource Development Summit.
Associated Standards and Objectives
Content Standard(s):
Arts Education 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.
Concepts & Vocabulary:
Constructed environment
Cultural traditions
Digital format
Engagement
Tertiary color
Preservation
Proportion
Principles of design
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 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.
Concepts & Vocabulary:
Constructed environment
Cultural traditions
Digital format
Engagement
Tertiary color
Preservation
Proportion
Principles of design
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 20. Use details and examples from a text to indicate what the text explicitly states.
a. Interpret facts from an informational article, using details and examples from the text to explain the interpretation.
b. List the main questions answered by an informational article.
c. Categorize statements in an article or other informational text as fact or opinion and give reasons for each choice.
d. Explain the differences between primary and secondary sources, giving examples from texts.
Unpacked Content
Teacher Vocabulary:
20.
Details
Examples
Explicitly
20a.
Interpret
Facts
Details
Examples
Informational article
20b.
List
Main questions
Informational article
20c.
Categorize
Fact
Opinion
Reasons
20d.
Primary sources
Secondary source Knowledge:
20. Students know:
Explicit means directly stated within the text.
Specific details and examples from the text an be used to demonstrate an understanding of the text's explicit meaning.
20a.
Facts gathered from an informational article can be explained using details and examples from the text.
20b.
Informational text is often written with the purpose of answering questions.
20c.
A fact is a statement that can be proven with evidence, while an opinion is a personal belief that cannot be proven true in every case.
Informational text can present both facts and opinions.
20d.
Primary sources are firsthand accounts of events and provide raw information.
Secondary sources explain, analyze, or summarize primary sources. Skills:
20. Students are able to:
Identify details and examples from a text that demonstrates comprehension of the text's explicit meaning.
20a.
Explain facts sourced from an informational text, using text evidence to support the explanation.
20b.
Identify the main questions answered by an informational text.
20c.
Determine if statements in an informational text are facts or opinions.
Describe reasons that a particular statement is identified as a fact or an opinion.
20d.
Explain the differences between primary and secondary sources.
Support their explanation with specific examples from the text. Understanding:
20. Students understand that:
Explicit meanings are directly stated in text, and they can use specific details and examples from the text to show they understood the text's explicit meaning.
20a.
To demonstrate comprehension of an informational article, they can explain the facts using specific details and examples from the text.
20b.
Informational articles often answer questions and identifying these questions can improve comprehension.
20c.
A fact is a thing that is known or proved to be true, and an opinion is a personal view or judgment about something.
To fully comprehend a text, they must distinguish between facts and opinions.
They can determine if a statement is a fact or an opinion using their current knowledge or by referencing details in a text.
20d.
The information a reader gets from a text is impacted by the source of the information.
Primary and secondary sources will be told from different perspectives.
Learning Objectives: I can analyze components in visual imagery that convey a message.
I can evaluate more than more work of art.
I can refer to details in the text when explaining what the text says explicitly and when drawing inferences from the text.
Strategies, Preparations and Variations
Phase: During/Explore/Explain
Activity: The students will read the article "Forms of Art: Symbolism" on ReadWorks.org. This article has questions at the end that can be used to guide a class discussion. The teacher will need to guide the class discussion to analyze components in Edvard Munch’s painting The Scream that convey a message.
After reading and discussing the article, the teacher will assign an emotion to each student to portray in a painting or sketch. The students must use the emotion to send a message to the audience. Examples of possible emotions are anger, fear, excitement, happiness, sadness, frustration, disgust, etc. You might want to place parameters on the paintings or sketches, such as it must be a self-portrait.
The students will end the learning activity by trying to identify the emotional message the student artists were trying to convey. You can allow the students to go on a gallery walk or just discuss each painting or sketch as a whole group.
Assessment Strategies: Students will analyze components in visual imagery that convey a message and refer to details in the text when explaining what the text says explicitly and when drawing inferences from the text through class discussions. The given discussion questions at the end of the ReadWorks article can be used.
Students will evaluate more than one work of art to identify the emotional message the student artist is trying to convey.
Advanced Preparation: The teacher and students will need ReadWorks.org accounts. ReadWorks is a free online resource that includes a variety of reading passages. Students can simply use their Google account to create a ReadWorks account. The teacher will need to create student accounts if the students do not have Google accounts. Once the teacher has created his or her account, simply create a class and give the class code to the students to join. The teacher can search for the article "Forms of Art: Symbolism" and assign it to the class.
The students will need a device with Internet access to view the article. If students do not have access to a device with Internet, then the teacher can use a classroom projector to display the article or print and copy the article for the students.
Variation Tips (optional):
Notes or Recommendations (optional):
Keywords and Search Tags
Keywords and Search Tags:
