Grades 4 & 5
The Great Figure
Lesson2 Days
Project Description: Students will learn about IMAGERY in William Carlos Williams’ poetry and write a poem with imagery on their own. They will then participate in an EMPHASIS highlighting activity to discover how artists emphasize important parts of their artworks. They will discuss how Charles Demuth used EMPHASIS and compare his painting to Williams’ poem. Then they will make drawings based on their own poem or one of Williams’. Primary Artwork Studied: Charles Demuth I Saw The Figure 5 in Gold 1928 Oil on cardboard Big Ideas & Related Art Concepts: Friendship and Culture…EMPHASIS, Color, Repetition, Pattern, Size, Shape Essential Questions: How is our culture unique? Differentiated Instruction: -Students may select which poem they want to illustrate -Use visuals and gestures to accompany verbal descriptions -Kinesthetic learning activated by use of highlighting in group activity Objectives: Students will successfully... 1. Identify and use IMAGERY in poetry 2. Be able to describe a scene expressed in poetry 3. Compare and Contrast the poem to the painting 4. Identify and use ways to EMPHASIZE important parts of artworks using art terms such as size, color, pattern, shape, and repetition 5. Define EMPHASIZE as “to make important” or “to make stand out” 6. Explain what role American culture played in Williams’ poetry How Each Objective Will Be Assessed: 1. [Informal, Formative]-verbal discussion; [Formal, Formative]- write a poem using imagery 2. [Informal, Formative]- individual and group conversations 3. [Informal, Formative]- Group activity 4. [Informal, Formative]- Group activity; [Formal, Summative]- Emphasize one thing from their chosen poem in the drawing 5. [Informal, Formative]- Individual and group conversation 6. [Informal, Formative]- Individual and group discussion Materials: For students: Drawing paper, Handouts on Imagery, Markers, Crayons, Construction paper (12x18), Pencils, Masking tape For teacher: Rules Poster, Interactive Emphasis poster with vocabulary, Teacher Samples, Poster of Primary artwork, Handouts for students, Dry erase markers NYS Learning Standards met: Visual Arts-Elementary: 1a, 1b, 1c, 1d, 1e, 2a, 3a, 3b, 3d, 4b, 4c NYS CCLS English Language Arts: Reading Literature 4th grade 1, 2, 7; Writing Standards 3rd Grade 11, 4th Grade 3d, 4; Speaking and Listening 3rd grade 1b, 1c, 1d, 6, 4th grade 1d, Language 4th grade 5, 6 Vocabulary & Language Demands: Students will identify and properly use these words: Imagery, EMPHASIS, Shape, Color, Pattern, Repetition, Size Students will compare and contrast and analyze the Figure 5 pieces. They will model artistic techniques for one another. Students will construct full sentences based on verbal prompts. Lesson Steps DAY 1 1.Discuss William Carlos Williams’ poetry and analyze how he uses imagery and what it tells us. 2.Students write their own poem about life in America using imagery that appeals to the senses. 3.Discuss what emphasis is in artworks and practice identifying what is emphasized in various artworks using an “emphasis highlighter.” 4.Compare and contrast Charles Demuth’s painting and W.C.W’s poem. Students explain how Demuth visually emphasized some parts of the poem. 5.Students brainstorm by making thumbnail sketches that illustrate their poem or one by W.C.W. 6.Closure: How can you emphasize things when you write? Speak? DAY 2 1.Review imagery and emphasis and techniques for creating emphasis. 2.Look at thumbnail sketches and emphasize something in each one. 3.Create a drawing that illustrates the imagery in a poem and emphasizes the most important part using a sharpie for outlines and crayons or markers to color. 4.Closure: At the bottom or on the back of the drawing, write “I emphasized ____ using _____, ____, and _____.” |
LearnedThis lesson was developed while substitute teaching and some students did not finish coloring.
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Watercolor Winter Wonderland
Lesson1 Day
Project Description: Students will learn about WARM and COOL colors by looking at JoAnne Carson’s painting, Field Day, and analyzing how the colors are separated. They will then create their own landscape paintings that separate warm and cool colors to make the trees stand out. Primary Artwork Studied: JoAnne Carson Field Days 2014 Acrylic paint on canvas Big Ideas & Related Art Concepts: Nature and Culture: Color, Warm, Cool, Size, Placement, Emphasis, Contrast Essential Questions: How is our contemporary culture affecting nature? What might the future look like? Differentiated Instruction: -Students may select which temperature their trees will be and how to draw them -Use visuals and gestures to accompany verbal descriptions Objectives: Students will successfully... 1. Identify the difference between WARM and COOL colors 2. Describe what they see in the primary artwork, analyze how it is similar or different from real life, and hypothesize about the conceptual nature of the image 3. Compare and Contrast the two sides of the painting 4. Separate WARM and COOL colors in their own paintings 5. Display an understanding of visual depth by making trees that are closer larger than trees that are farther away How Each Objective Will Be Assessed: 1. [Informal, Formative]- Individual and group conversation 2. [Informal, Formative]- Group conversation 3. [Informal, Formative]- Group conversation 4. [Formal, Summative]- Make the trees either warm or cool and paint the background with the opposite temperature in the final artwork 5. [Formal, Summative]- Final artwork Materials: For students: Drawing paper, White or green crayons, watercolor paints, brushes, tubs of water, paper towels For teacher: Rules Poster, Teacher Samples, Poster of Primary artwork and Warm and Cool colors, Color Wheel NYS Learning Standards met: Visual Arts-Elementary: 1a, 1c, 1d, 1e, 2a, 2d, 3a, 3b, 4b Vocabulary & Language Demands: Students will identify and properly use these words: Color, Warm, Cool, Size, Emphasis Students will compare and contrast and analyze the painting. They will model artistic techniques for one another. |
Learned |