Showing posts with label cross curricular. Show all posts
Showing posts with label cross curricular. Show all posts
Tuesday, June 10, 2008
Cross Curricular Approach
So ofcourse, if we are doing our jobs our students are learning social studies, math, science, and literacy along with art. If you really want to incorporate what the students are learning in the classroom with art check your state standards for math, science, language arts, reading, and social studies. Also you can ask classroom teachers what units they work on throughout the year so you can incoroporate that into your art curriculum.
Monday, April 28, 2008
RAFT Activities
RAFT
Name: Liza Camhi
Grade Level & Content: 4th Grade Art
Title: Picasso vs. Matisse- The Showdown!
Power Standard(s)
(3)1.4 judge works of art, based on observed merits
a. share opinions
b. support opinions, points of view by citing artwork
(3)2.2 discuss materials, processes, purposes, e.g., learn how artist’s choices are
influenced by culture, time and place [NS 4.3.2]
Objectives:
Student will participate in a debate as to whether Cubist Pablo Picasso or Fauvist Henri Matisse created a stronger art style.
Kid-friendly Objectives/
Essential Questions:
Henri Matisse and Pablo Picasso were always competing with their art. Who was the better artist? Which one invented a better style?
Type of Differentiation
(readiness, interest, learning style):
Differentiated based on interest.
Le Salon
Poster/Advertisement
Entice Parisian artists to participate in a self-portrait contest to prove that their unique style is the best!
Name: Liza Camhi
Grade Level & Content: 4th Grade Art
Title: Picasso vs. Matisse- The Showdown!
Power Standard(s)
(3)1.4 judge works of art, based on observed merits
a. share opinions
b. support opinions, points of view by citing artwork
(3)2.2 discuss materials, processes, purposes, e.g., learn how artist’s choices are
influenced by culture, time and place [NS 4.3.2]
Objectives:
Student will participate in a debate as to whether Cubist Pablo Picasso or Fauvist Henri Matisse created a stronger art style.
Kid-friendly Objectives/
Essential Questions:
Henri Matisse and Pablo Picasso were always competing with their art. Who was the better artist? Which one invented a better style?
Type of Differentiation
(readiness, interest, learning style):
Differentiated based on interest.
Le Salon
Poster/Advertisement
Entice Parisian artists to participate in a self-portrait contest to prove that their unique style is the best!
Pablo Picasso
Lecture (written speech)
Convince the salon that cubism is better than fauvism by comparing/contrasting two works of art. One work should be a Picasso, one a Matisse, and both should be a self-portrait the artist created.
Lecture (written speech)
Convince the salon that cubism is better than fauvism by comparing/contrasting two works of art. One work should be a Picasso, one a Matisse, and both should be a self-portrait the artist created.
Henri Matisse
Lecture (written speech)
Convince the salon that fauvism is better than cubism by comparing/contrasting two works of art. One work should be a Picasso, one a Matisse, and both should be a self-portrait the artist created.
Critique
Persuade the world through your writing that either Cubism or Fauvism is the stronger art style. Use all five elements of art and your knowledge of the styles to support your decision.
Lecture (written speech)
Convince the salon that fauvism is better than cubism by comparing/contrasting two works of art. One work should be a Picasso, one a Matisse, and both should be a self-portrait the artist created.
Critique
Persuade the world through your writing that either Cubism or Fauvism is the stronger art style. Use all five elements of art and your knowledge of the styles to support your decision.
Article
Describe the opening reception for Le Salon’s art contest. Who on the contest and why? Who lost the contest and how did they react? Use your knowledge of both art styles and artists to support your findings.
Describe the opening reception for Le Salon’s art contest. Who on the contest and why? Who lost the contest and how did they react? Use your knowledge of both art styles and artists to support your findings.
Sunday, March 16, 2008
Animal Masks
While I was student teaching I learned a great way to make paper masks. The students color, cut and paste the features they want to add to their mask on an 11"x14" sheet of construction paper. Afterwards I fold the bottom corners in and staple. I do this project in 3 weeks: the first they sketch their idea, the second they draw and color on the construction paper, and on the third they cut and paste parts that stick out (ears, hair, whiskers, etc). I do this project with second grade and they love the final product!
Wednesday, January 30, 2008
Differentiation in the Art Room Tips
I'm currently finishing my Masters in Curriculum and Instruction at UNLV. The course I'm taking is Differentiated Instruction for the Classroom. As I continue in the course this semester I am sure I will be giving you more information on how to differentiate both in an art room and/or regular classroom.
1. Pretest- This could simply be asking the students to verbally tell you what they already know about a subject beofre you start the lesson/unit. It could also be a sketch, a thinking map, or a questionnaire of some sort. I find this really helpful when teaching to younger students. If I am teaching Ancient Egyptian art how do I know if my first graders have heard of pharohs, pyramids, or even know Egypt exists?
2. Multiculturalism and Cross-Curricular activities- Two major ways that students differ is by culture and learning styles. By bringing multicultural and cross-curicular activities into your curriculum you will reach more students.
3. Grouping Strategies- Having students work together in teams, pairs, triads, and individually gives students several opportunities for success. Frankly I think group work is very important because that dynamic will follow the student throughout his life. Therefore the younger he is when he begins working with others, the more likely it will be that he will work cooperatively as an adult.
1. Pretest- This could simply be asking the students to verbally tell you what they already know about a subject beofre you start the lesson/unit. It could also be a sketch, a thinking map, or a questionnaire of some sort. I find this really helpful when teaching to younger students. If I am teaching Ancient Egyptian art how do I know if my first graders have heard of pharohs, pyramids, or even know Egypt exists?
2. Multiculturalism and Cross-Curricular activities- Two major ways that students differ is by culture and learning styles. By bringing multicultural and cross-curicular activities into your curriculum you will reach more students.
3. Grouping Strategies- Having students work together in teams, pairs, triads, and individually gives students several opportunities for success. Frankly I think group work is very important because that dynamic will follow the student throughout his life. Therefore the younger he is when he begins working with others, the more likely it will be that he will work cooperatively as an adult.
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