VISUALIZING VOCABULARY
Learning Description
Students will learn basic vocabulary words (based on the discipline or main objective of the classroom lesson) and visually incorporate the word and definition into the actual meaning. This art becomes a visual learning hallway for the student body to utilize.
Learning Targets
"I Can" Statements
“I Can…”
- I can creatively use images in artwork to demonstrate my understanding of vocabulary words.
- I can use color and line to create emphasis in my art.
Essential Questions
- How can visual art promote understanding and comprehension of vocabulary words?
Georgia Standards
Curriculum Standards
Kindergarten:
ELAGSEKL4 With guidance and support, determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
- Identify new meanings for familiar words and apply them accurately (e.g., knowing duck as a bird and learning the verb to duck). b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
Grade 1:
ELAGSE1L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
- Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
Arts Standards
Kindergarten:
VAK.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.
VAK.CR.2 Create works of art based on selected themes.
VAK.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.
VAK.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.
Grade 1:
VA1.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.
VA1.CR.2 Create works of art based on selected themes.
VA1.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.
VA1.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.
South Carolina Standards
Curriculum Standards
Kindergarten:
ELA.K.AOR.7.1 Determine the meaning of known and unknown words and phrases, choosing from an array of strategies: a. ask and answer questions about words and phrases to determine their meaning; and b. use words and phrases acquired through conversations, being read to, and responding to texts.
Grade 1:
ELA.1.AOR.7.1 Determine the meaning of known and unknown words and phrases, choosing from an array of strategies: a. use sentence-level context clues (e.g., examples) to determine the meaning of a word or phrase; b. use provided reference materials to build and integrate background knowledge; c. use provided reference materials to determine the meaning of words and phrases; and d. use words and phrases acquired through conversations, being read to, and responding to texts.
Arts Standards
Anchor Standard 1: I can use the elements and principles of art to create artwork.
Anchor Standard 2: I can use different materials, techniques, and processes to make art.
Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.
Key Vocabulary
Content Vocabulary
Specific content vocabulary will be unique to the unit being studied.
Arts Vocabulary
- Elements of Art - The elements of art are a commonly used group of aspects of a work of art used in teaching and analysis, in combination with the principles of art
- Line - An element of art (or math) that defines space, contours and outline
- Shape - A two dimensional enclosed space that is defined as 2 lines meet
- Color - An art element with 3 properties: hue, value and intensity, a response to reflected light. There are several color theories, such as primary, secondary, neutral, tertiary, complementary, analogous, monochromatic, etc.
- Contrast - Placing two things side by side that are visually different
- Negative space - The background of an artwork, empty space, or space around the subject matter
Materials
- 9” x 12” white mixed media paper
- Pencils with erasers
- Markers, crayons, colored pencils
- Collage materials
- Glue (if using collage)
- Sponges for glue (if using collage)
- Paint
- Paintbrushes (if using paint)
- Water cups (if using paint)
Instructional Design
Opening/Activating Strategy
- Show students an artwork by the artist Roy Lichtenstein.
- Ask students to make observations about the colors and shapes that they see in the image.
- Next, ask students what the word means. Do students see any connection between the background and the word? If so, what?
- Help students make the connection between the meaning of the word and visuals that Lichtenstein used.
- Tell students that in the lesson today, students will be visualizing vocabulary words from their lesson through artwork.
Work Session
- Introduce the lesson by reviewing vocabulary words from the unit of study.
- Facilitate a discussion around examples of symbolism.
- Draw or project symbols on the board such as a peace sign, a heart, a smiley face, a stop sign, etc. Ask students to tell you what each means. Then, explain that a symbol is an image that communicates meaning.
- Ask students how they could represent the meaning of the word symbolically, or using images. Students will brainstorm creative ways to visually show what their word is.
- Tell students that now they will make an artwork to show the definition of their vocabulary word.
- Have students draw their word with a pencil on their paper. Encourage them to write big.
- Next, students will fill in the negative space, or “empty space”, around their word with images that represent the meaning of the word. They can draw, collage, paint, or use a combination, depending on what the teacher chooses. Encourage students to completely fill in the negative space of their artwork.
- Refer back to the artwork by Lichtenstein. Ask students to make observations about how the artist used color to make the word stand out.
- Students may notice that the word “Pop” is much brighter than the other colors in the artwork, that he used a different color from the background, and that the letters are outlined in black.
- Tell students that by using a color for their word that is different from the background images, it will create contrast and make the word stand out.
- Now, have students go over their word with markers creating emphasis.
Closing Reflection
- Hang the artwork in the hallway or around the classroom. Conduct a gallery walk so that students can observe how their classmates interpreted their vocabulary words.
- Facilitate a discussion around how students used images to represent meaning.
Assessments
Formative
Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, brainstorming ways to show a word visually, and artistic process as they create their artwork.
Summative
CHECKLIST
- Students can creatively use images in artwork to demonstrate their understanding of an assigned vocabulary word.
- Students can use color and line to create emphasis in art.
DIFFERENTIATION
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Acceleration: Have students write a sentence using their vocabulary word to illustrate what their artwork shows. Remediation:
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*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.
Ideas contributed by: Debi West and Katy Betts.
Revised and copyright: July 2024 @ ArtsNOW